Analysis on the incorporation of technologies with a pedagogical perspective

摘要

This work is the result of an investigation carried out within the framework of a research grant. The work experience that this team carried out was aimed at describing and systematizing the configuration of computational thinking, its incidence and validity in the educational field from the analysis of public policies, from an interdisciplinary approach. The experience carried out was developed based on a bibliographic and documentary analysis work, which allowed recovering the concept of computational thinking to analyze it in conjunction with the development of critical pedagogical practice and the concept of competences. Here an analysis of some of the current debates presented by computational thinking and its teaching is presented in order to promote a line of dialogue and problematization between what was done, is done and is projected on this subject.