O desenvolvimento e formas de presença do Pensamento Computacional na educação básica brasileira, e suas conformidades com a Base Nacional Comum Curricular

Abstract

This work aimed to address the relevance of the development of Computational Thinking (CT) in Brazilian basic education and how it aligns with the guidelines of the National Common Curricular Base (BNCC). Based on insights derived from studies exploring the theme, it sought to demonstrate the essentiality of CT in preparing students for social and economic life in an increasingly digital world. The article details the concept of CT, from the perspective of a set of skills that can enable problem-solving through computational methods, and addresses the definitions present in normative documents and technical opinions, emphasizing the need to incorporate the teaching of computing into school curricula. Practical unplugged activities are also analyzed, highlighting those exemplified by Opinion CNE/CEB No. 2/2022 and the proposals by Brackmann, which have proven effective in developing CT - from a perspective that considers its separation into four pillars (Abstraction, Decomposition, Pattern Recognition, and Algorithm) - in schools. Finally, the importance of strategically and adaptively implementing computing education is emphasized, ensuring that all students have access to these essential skills. Additionally, it recommends future work to verify the conditions of CT development in Brazilian schools, as having reliable information related to this context is extremely important for local public policies, such as those by municipal education departments, to be taken more strategically and accurately, to provide effective means for the development of necessary activities, adaptively to the diverse contexts that may be encountered.