Desafios e possibilidades para a inserção do ensino da computação na educação básica

Abstract

The growing presence of Information and Communication Digital Technologies (ICDTs) in everyday education has been transforming the ways of teaching and learning, making Computing a strategic area for the comprehensive education of students. This paper aims to analyze the main challenges and possibilities for implementing Computing education in Brazilian Basic Education, considering legal frameworks, the structural conditions of public schools, and practical experiences. The research was conducted using a qualitative, literature-based approach, relying on authors such as Lévy (1999), Freitas (2010), Brackmann (2017), Bonilla and Pretto (2011), among others, who discuss computational thinking, digital culture, and technological exclusion. The study was complemented by an account of experience with unplugged computing workshops in a municipal public school. The results show that, although there have been significant legal advances, such as the National Base Common Curricular Base (BNCC) and Law No. 14,533/2023, as well as the development of specific and localized initiatives that mobilize computer science teaching in some schools, still face obstacles related to teacher training, technological infrastructure, and digital exclusion. Unplugged computing emerges as a viable alternative for contexts with limitations, fostering more inclusive pedagogical practices aligned with students' realities. It is concluded that the presence of a Computer Science graduate teacher in schools is essential to promote a critical and meaningful integration of ICTs, consolidating the right to digital education as a fundamental part of citizenship education in the 21st century.