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Internationally studies based on a teaching and learning process based on the promotion of Critical Thinking (CP) have been increasingly valued. However, not in the Brazilian context. We believe that analyzing teaching strategies used in Brazil to teach science is crucial in order to create subsidies to facilitate understanding about the possibilities of promoting the CP, as well as its unfolding in curriculum development and teacher training processes. We analyze the Brazilian references that discuss the promotion of CP, which showed us the precariousness of discussion about the promotion of CP in educational contexts. For a more detailed understanding we proceeded to analyze the following strategies: Investigative Experimentation, Research Teaching, Research Education, Problem Solving, Study Situations and Project Pedagogy. We aim to instigate new studies that will favor teachers when choosing / adapting the teaching strategy to their reality, and stimulate a more reflective process of choice directed towards the development of critical attitudes. We believe that studies in this direction can be undertaken to analyze curricular public educational policies, teaching materials and teacher training processes, in order to make efforts to progress in the development of this area, in a Brazilian context.

Estratégias de ensino de ciências e a promoção do pensamento crítico em contexto brasileiro