Abstract
Our study aimed to identify which are the most appropriate methods and procedures to develop critical thinking in young schoolchildren. In the organization of teaching, we identified two contexts of analysis: static context and a dynamic context (procedural). Static context we localized to the teaching-learning for critical thinking. Here we aimed to identify the methods of developing the critical thinking framework specific to each stage of the development of critical thinking. Dynamic or procedural context is identifiable by methods that can be activated with specific tasks at all stages of teaching and learning.
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