Computational thinking in initial teacher training in postgraduate studies in Brazil: a systematic review of the literature

Abstract

The 21st-century digital revolution has profoundly transformed society, integrating digital technologies into the core of human activities. In this context, Information and Communication Technologies (ICTs) play a crucial role in education. Amidst this transformation, Computational Thinking emerges as a repertoire of problem-solving skills, encompassing abstraction, decomposition, pattern recognition, and algorithmic reasoning. In Brazil, the 2018 National Common Curricular Base (BNCC) marked a significant milestone by emphasizing competencies and skills related to digital technologies in a broad context. With the ratification of opinion CNE/CEB No. 2/2022, the teaching of Computing became a mandatory content in basic education. Against this backdrop, the present research aims, through a systematic literature review, to map, analyze, and synthesize existing studies on Computational Thinking in the context of postgraduate programs in Brazil. The research is based on the analysis of results obtained from searches in databases of relevant national theses and dissertations. From this search, eight works were selected to compose the documentary corpus of the investigation. The findings reveal significant discoveries and indications for future actions. The results indicate an alignment with contemporary educational practices and a marked interest in the intersection between Computational Thinking and Mathematics. The studies highlight the main skills of Computational Thinking involved, a rich diversity of approaches for its promotion, and among the recommendations for future research, the importance of interdisciplinary approaches and the effective integration of Computational Thinking into undergraduate curricula and other curricular contents.