El debate sobre el pensamiento computacional en educación

Jordi Adell Segura, María Ángeles Llopis Nebot, Francesc Esteve Mon, María Gracia Valdeolivas Novella

Resumen


En los últimos años, un creciente número de países ha introducido el pensamiento computacional en el currículo de la educación obligatoria. En este texto, en primer lugar, analizamos brevemente algunos de los problemas que genera la ausencia de una definición consensuada de pensamiento computacional y un marco conceptual que guíe su integración en el currículo de las diversas etapas, la relación con otras disciplinas y con la competencia digital, su evaluación, la formación el profesorado, etc. En segundo lugar, se describen algunos elementos del proceso seguido en España para promover su inclusión en el currículo, un ejemplo de “política rápida” similar al de otros países, caracterizado por la compresión temporal y la fusión indiscernible de intereses públicos y privados. Finalmente se sugiere que el discurso sobre el pensamiento computacional en educación evita el debate sobre cómo contribuye a los fines de la educación obligatoria y sobresus asunciones previas, ysus implicaciones políticas y económicas.


Palabras clave


programa de estudios; tecnologías de la información y de la comunicación; contenido de la educación.

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Referencias


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DOI: https://doi.org/10.5944/ried.22.1.22303

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RIED. Revista Iboeroamericana de Educación a Distancia
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