Abstract
This chapter reviews the definition of critical literacy education as well as the benefits of applying this approach. It analyzes the statement that literacy is not a technical skill, but in fact, it is always embedded in socially constructed epistemological notions and power relations in society. The author includes a reflection on how texts are not neutral and the need to encourage children to interrogate what they read and to use language as a way to question inequalities and oppression. The chapter analyzes why this approach has been rarely implemented in early childhood classroom. The author proposes the need for educators to reflect about how their beliefs regarding literacy influence their teaching practices. It argues that children's literature can be a resource to dialogue about identity, culture, diversity, and power relations in society. Finally, it analyzes the importance to build a curriculum based on children´s interests and needs as well as to create spaces for critical literacy in early childhood classrooms.
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