COMPUTATIONAL THINKING IN EDUCATION: CHALLENGES AND OPPORTUNITIES

Abstract

This article explores the impact and relevance of computational thinking as a fundamental skill in the 21st-century educational context, analyzing its transition from a technical competence to an essential literacy. The methodology employed consists of a qualitative narrative literature review, analyzing seminal concepts from authors such as Wing JM (2006) and Papert S (1980), as well as contemporary studies on the subject. The results demonstrate that computational thinking transcends programming, structuring itself on four pillars: decomposition, pattern recognition, abstraction, and algorithms, which directly foster the resolution of complex problems and the creativity of students. The discussion points out that, although curricular integration is promising as advocated by the BNCC (Brazilian National Curriculum Base), there are significant barriers related to conventional teacher training and the lack of new pedagogical methodologies. It concludes that the effective inclusion of computational thinking in the school curriculum represents a potential opportunity for a more robust education; however, it demands urgent public policies for continuous teacher training, promoting comprehensive training and enabling teachers to meet the demands of digital culture.