Posicionando diretrizes nacionais e internacionais para inserção curricular do Pensamento Computacional

Abstract

The focus of this study is to investigate how the continued professional development of teachers working in Early Childhood Education. The curriculum needs to consider the demands of national and international curricular guidelines that direct pedagogical practices related to digital culture, particularly objectives, skills, and competencies concerning Computational Thinking (CT). The qualitative research methodology uses two Brazilian curricula as reference documents: the National Common Curricular Base (BNCC) and the Reference Curriculum in Technology and Education from the Center for Innovation in Education (CIEB). The document analysis results indicate that the positioning of Brazilian curricula stands out for connecting learning objectives with the skills and competencies of educational stages, from Nursery to High School, especially regarding Computing and Computational Thinking. However, the effective implementation of these curricula in schools depends on factors such as legislation, resource management, and personnel.