Tesis y Tesistas 2020 - Postgrado - Fac. de Informática - UNLP

english
Mg. Noelia Soledad Gomez
transformation process of the term (PC) since its appearance
in 2006, managing to identify seven current approaches that
recover the relationship PC and education;
• Systematization tables were prepared, which constitutes
a contribution, since it allows a synthesis of dimensions by
approaches where the central ideas that define the position
on the term, the authors and the contexts in which these
definitions are given are explicit;
• An interdisciplinary approach line was developed that
allows establishing a relationship between PC and digital
competence, based on the articulated analysis of the
elements that constitute both terms and that give rise to the
idea of digital literacy proposed by Zapata-Ros (2015);
• Ten public policies were classified and selected for
analysis and reflection on the ways in which CP is recovered
in them, based on a chronological survey that reveals the
evolution that is carried out on the term “competition”
for the integration of the digital competence and, finally,
the enunciation of computational thinking as a process of
cognitive development;
• It is possible to articulate own categories of education
(competence) and communication (mediation), which
strengthens the idea that computational thinking is a key
competence (such as digital competence defined by the EU)
• From the articulation areas established between education,
communication and CC, contributions are made for an
interdisciplinary approach to PC and its development from a
digital literacy process. The idea of complexity is consolidated
for the recognition of educational processes that involve the
development of PC, as an ethical pedagogical approach that
contributes to the recognition of subjective processes;
• Official documents of the national curricula of two member
countries of the EU were reviewed, which made it possible
to establish a classification of curricularization strategies
to identify the treatment of content associated with digital
competence;
• It was possible to recognize that the commitment of the
field of CC in the incorporation of content for the development
of the PC brought about the question of interdisciplinarity to
read the processes about teaching, training in skills and new
ways of thinking in the digital world.
The absence of clear evaluations of the development of CP
as a competence in the broad sense constitutes an area
of pending development. In turn, the agenda of topics at a
time when the development of a digital culture confronts
us with the challenge of thinking about the ways in which
knowledge is produced and circulated, while constituting
the subjects in these processes.
It is important to contribute reflections and produce
knowledge that helps to understand the complexity of the
educational process, in order to promote practices that,
based on emancipatory paradigms, promote curious, active
social subjects, committed from and with their daily lives to
transform it, and that It implies thinking about technologies,
their uses and consumption.
Future Research Lines
What has been done strengthens a new field of questions
about the meanings of training in computational thinking
and the perceptions that subjects make regarding this
digital competence in their daily spaces.
It is necessary to define an interdisciplinary line of research
that recovers the problem of the constitution of subjectivity
mediated by technologies in the digital scenario and that
promotes studies on the ways in which education makes
this development possible or not.
65 TESIS Y TESISTAS 2020