BRAZILIAN COMPUTATIONAL THINKING

Abstract

Computational Thinking (CT)—an approach linked to computer-like problem-solving abilities—has been debated in recent decades due to its importance in a society increasingly organized through computerized systems. The definition given above is generalized, as there are various claims about CT, some prioritizing technical programming skills, attracting careers in the field, and training a skilled workforce, while others seek interdisciplinary learning strategies and more general problem-solving skills. However, Brazil is a country with socioeconomic inequalities, including in access to technology. Therefore, this work is a theoretical essay whose objective is to understand how some Brazilian authors defend Computational Thinking, taking into account the country's specific demands and the need for emancipatory education. First, we present global authors who address CT, aspects related to its definition, and implementation strategies in Basic Education. Second, the regulatory framework for implementing PC in the core curriculum—the BNCC (Computing National Framework for Computing)—is presented, along with its implications in a society with unequal access to technology. Based on the literature, this article proposes a Brazilian-style definition of PC that focuses on emancipatory education, aiming to equip students with computer science skills, enabling them to autonomously and critically manage available information technologies.