Percepciones de los Docentes sobre el Desarrollo del Pensamiento Computacional en la Educación Infantil
DOI:
https://doi.org/10.5753/rbie.2025.4970Keywords:
Educación en Computación, Formación Continua de Profesores, Pensamiento Computacional, Educación InfantilAbstract
El Pensamiento Computacional es la aplicación de principios de la computación para resolver problemas de manera lógica y creativa. En la educación infantil, permite que los niños desarrollen habilidades como el reconocimiento de patrones, la secuenciación y el diseño de algoritmos. Sin embargo, la integración del Pensamiento Computacional en la educación infantil requiere la capacitación de los docentes para dominar prácticas y herramientas de enseñanza específicas. Este artículo presenta los resultados de una encuesta realizada en la red municipal de educación de una ciudad en el estado de Paraná, Brasil, sobre la percepción de los profesores respecto a la enseñanza de la computación en la educación infantil. Los resultados indican que los maestros de educación infantil consideran el Pensamiento Computacional como una competencia esencial para el desarrollo de los alumnos y su participación activa en una sociedad digitalizada. No obstante, se sienten poco preparados y manifiestan interés en formaciones específicas. Además, muchos desconocen la posibilidad de enseñar computación sin el uso de recursos digitales. En consonancia con las políticas públicas nacionales que incluyen la computación en la educación básica, este estudio destaca la necesidad de una formación continua para capacitar a los docentes, promoviendo habilidades cognitivas esenciales en los niños de educación infantil.
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Derechos de autor 2025 Claudia Heidemann de Santana, Júlio Budiski Herculani, Thelma Elita Colanzi, Heloísa Toshie Irie Saito, Aline Maria Malachini Miotto Amaral
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
