THE IMPLEMENTATION OF THE NATIONAL COMMON CURRICULUM BASE FOR COMPUTING IN BRAZILIAN BASIC EDUCATION: CHALLENGES AND PERSPECTIVES FOR THE HOLISTIC DEVELOPMENT OF STUDENTS
TL;DR
It is concluded that the effective implementation of the BNCC for Computing depends on coordination among educational policies, teacher qualification, structural investments, and contextualized pedagogical practices, ensuring critical, inclusive, and contemporary computing education.
Abstract
The implementation of the National Common Curricular Base (BNCC) for Computing in Brazilian basic education represents an important curricular transformation in response to the growing presence of digital technologies in society. This study aimed to analyze the challenges and perspectives related to the inclusion of Computing in the school curriculum, considering its contributions to students’ comprehensive education. This is an integrative literature review based on national and international scientific publications addressing computational thinking, teacher education, digital culture, interdisciplinarity, and curricular policies. The results showed that implementing the BNCC for Computing has the potential to foster critical thinking, creativity, autonomy, problem-solving skills, and digital competencies. However, challenges were identified regarding initial and continuing teacher education, technological infrastructure, interdisciplinary integration, and inequalities among different educational contexts. It is concluded that the effective implementation of the BNCC for Computing depends on coordination among educational policies, teacher qualification, structural investments, and contextualized pedagogical practices, ensuring critical, inclusive, and contemporary computing education.