CRITICAL THINKING - A PEDAGOGICAL APPROACH

The qualitative and quantitative investigation of the curricular documents that regulate high school education (the model of the graduate of compulsory and high school education, the plan - framework and the curricula) reveals that the concept of “critical thinking” is used constantly by curriculum designers when formulating competencies, values and attitudes that high school education proposes to generate. Also, the curriculum reform implemented in higher education in order to correlate university education with the labor market needs continues to bring to attention, also at this level of education, the growing need for ""critical thinking"" as a functional - action professional competence.