Positioning National and International Guidelines for the Curricular Inclusion of Computational Thinking

Abstract

This study, a collaborative effort of educators, policymakers, and researchers, aims to investigate how the continuing education of teachers who work in Early Childhood Education should be organized. The findings of this research are crucial in meeting the demands of national and international curricular guidelines that guide pedagogical practices related to digital culture, particularly objectives, skills, and competencies about Computational Thinking (CP). The qualitative research methodology uses two Brazilian curricula as reference documents: the National Common Curriculum Base (BNCC) and the Reference Curriculum in Technology and Education of the Center for Innovation in Education (CIEB). The results of the documentary analysis indicate that the positioning of the Brazilian curricula stands out for connecting learning objectives with the skills and competencies of the educational stages, from Nursery to High School, especially with regard to Computing and Computational Thinking. To this end, continuing teacher training needs to be re-signified, with moments geared towards the contexts in which these teachers work, enabling them to build knowledge about CP to support their pedagogical practices and make them meaningful to students.