TEACHING PROGRAMMING TO CHILDREN IN BRAZILIAN BASIC EDUCATION: POTENTIALS, CHALLENGES AND IMPLICATIONS OF THE BNCC FOR COMPUTING

Abstract

 The implementation of the National Common Curricular Base for Computing (BNCC-Computing), established through Resolution CNE/CEB No. 1/2022, made the integration of computational thinking into Brazilian Basic Education mandatory, imposing on school systems the challenge of implementing this agenda in a context marked by profound structural inequalities. This article analyzes the potentialities, challenges, and pedagogical implications of introducing programming from Early Childhood Education to High School. The study adopts an integrative literature review as its method, based on a survey conducted in the SciELO, CAPES, ERIC, and Google Scholar databases, resulting in the inclusion of 18 documents (including selected articles and regulatory/theoretical support frameworks) thematically analyzed across four axes: foundations of computational thinking, tools and methodologies, teacher training, and equity and infrastructure. The results demonstrate that programming promotes gains in logical reasoning and creativity, especially when associated with active methodologies; however, its effectiveness depends on the quality of pedagogical mediation and investments in continuing teacher education. The study concludes that the implementation of these guidelines faces significant disparities between public and private school systems, requiring policies that articulate equity, teacher training, and technological infrastructure in a sustained manner.