Resumen

MONJELAT, Natalia Gabriela et al. Computational Literacy in Education: Contributions to the Development of Critical Thinking and Social Participation. Prax. Saber [online]. 2024, vol.15, n.43, e16748.  Epub 13-Nov-2024. ISSN 2216-0159.  https://doi.org/10.19053/uptc.22160159.v15.n43.2024.16748.

In the last years, many agencies are changing their curriculums to include Computer Science Education in mandatory schooling. The expansion of computational systems to the many aspects of human life allows both, widening human cognition, and requiring computational knowledge and practices as key components of citizenship education. This challenge is immersed in a context with deep digital gaps that contribute to unequally developing the possibilities of computational literacy, thinking and participation among the population. Relying on a systematic review, this article analyzes how specialized literature defined these notions for schooling purposes. Results show that computational literacy is mostly associated with artificial intelligence and programming. This risks reducing the disciplinary field to these hegemonic areas. At the same time, computational participation approaches are linked to the social impact of computer systems. These contributions deepen the discussion, definition and analysis of computational literacy in schools, particularly in the Latin American context where there are few empirical studies in this area.

Palabras clave : computational literacy; computational participation; computational thinking; formal education; digital and computational divide.

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