CRITICAL THINKING IN EDUCATION: STRATEGIES AND IMPACTS

Abstract

The study investigated the importance of the systematic teaching of critical thinking in education, analyzing methodologies that favor its development and its relationship with academic performance. Critical thinking was addressed as an essential competence for the formation of students, requiring pedagogical practices that encourage reflection, argumentation, and careful analysis of information. The research aimed to understand how educational strategies can strengthen this skill throughout the academic trajectory, in addition to examining challenges and limitations faced in their implementation. The methodology adopted consisted of bibliographic research based on the analysis of scientific publications obtained through the Academia.edu platform, allowing the review of studies on pedagogical practices aimed at teaching critical thinking. The results indicated that the intentional application of strategies such as debates, problem-solving, and guided questioning favored the development of critical thinking and had a positive impact on the academic performance of students. In addition, it was found that the teaching of this competence can be influenced by institutional factors, teacher profile and available resources, making a planned and continuous approach essential. It was concluded that the promotion of critical thinking in education should be a structured process, contemplating methodologies that stimulate the intellectual autonomy of students. Thus, it is suggested that future research deepen the relationship between teacher training and the effectiveness of the strategies used to teach critical thinking.