CRITICAL THINKING IN BNCC COMPUTING IN THE STAGES OF EARLY CHILDHOOD EDUCATION AND IN THE EARLY YEARS OF ELEMENTARY EDUCATION

Abstract

This study aims to analyze activities from the BNCC Computação (Brazil, 2022) that enhance critical media literacy and the development of critical thinking in Early Childhood Education and the Initial Years of Elementary Education. It investigates whether the pedagogical strategies suggested in the document address the challenges posed by the spread of misinformation and the growing influence of social media. The theoretical framework is supported by the works of Paulo Freire (2014, 2015), Ralph Keyes (2018), David Buckingham (2022), and Carvalho (2022). The methodology involves document analysis and a Systematic Literature Review (SLR). The study highlights the need for further research on the role of BNCC Computação in fostering critical thinking in basic education, pointing out that the document does not demonstrate this competence. Moreover, it concludes that pedagogical practices promoting student protagonism through projects, debates, and simulations based on real-world scenarios can contribute developing of critical thinking.