Resumen de Pensamiento computacional: un movimiento educativo promotor de laescuela de competencias
Manuel Florindo Alves Meirinhos, Ana Claudia Loureiro
Traditional educational systems need to be readjusted and are today under great pressure to transition to digital and create future scenarios of change capable of educating for the skills and knowledge needed in the 21st century. In this context, the school of competencies emerges as one of the plausible scenarios of educational transformation. Developing competencies in the educational environment means considering competence as the ability to solve problems in any situation. This conception is in connection with the design of computational thinking. In this paper, we analyze the educational movement of computational thinking, considering its origin, its conceptual framework, its evolution as an educational design of the digital society, and its ability to transform the traditional school, into a school promoting the development of competencies capable of offering the necessary knowledge (knowing) to “master life and understand the world” (knowing how to do). Through a thematic literature review, we address the origin of the computational thinking educational movement and its pedagogical bases, as well as its various instances and conceptual fields. Based on this review, we seek to establish a relationship with the school of competencies. Finally, we present a brief conclusion that reveals that the introduction of computational thinking in the school curriculum in several countries emerges as a new educational paradigm.
