Computational Thinking and its conceptual identity in the post-BNCC era

A critical analysis of persistent ambiguities

Abstract

The inclusion of Computational Thinking (CT) as a mandatory competence in the Brazilian National Common Curricular Base (BNCC) – Computation, in 2022, consolidated its presence in the Basic Education curriculum. However, the conceptual consolidation of CT still faces significant challenges, especially in teacher training and academic production. This article critically analyzes eight documents, including scientific articles and educational materials, published after the BNCC Computation release, aiming to identify recurring patterns of conceptual ambiguity and misuse of the term. The methodology adopted was qualitative, with a critical-documentary approach and epistemological analysis. The results indicate that many of the analyzed documents present vague definitions, metaphorical appropriations, or imprecise interpretations of the CT concept, often based on uncritical readings of Wing's (2006) original definition. Instances were also identified where the concept is used as a generic label, dissociated from minimum technical criteria such as logical structuring, formalizable representations, and computational execution potential. The analysis highlights the risk of conceptual dilution in the educational field, compromising its curricular application and teacher preparation. As an alternative, the study proposes a conceptual reconstruction anchored in three principles: epistemological clarity, technical fidelity, and didactic sensitivity. The article concludes by offering guidelines for more precise educational definitions of CT, defending its specificity as a distinct computational competence and its pedagogical relevance when correctly understood and applied. This analysis reinforces the need for conceptual rigor to ensure the effective integration of CT into Brazilian educational contexts.