<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592024000400008</article-id>
<article-id pub-id-type="doi">10.19053/uptc.22160159.v15.n43.2024.16748</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Alfabetización Computacional en Educación: Contribuciones al Desarrollo del Pensamiento Crítico y Participación Social]]></article-title>
<article-title xml:lang="en"><![CDATA[Computational Literacy in Education: Contributions to the Development of Critical Thinking and Social Participation]]></article-title>
<article-title xml:lang="pt"><![CDATA[Alfabetização Informática na Educação: Contribuições para o Desenvolvimento do Pensamento Crítico e da Participação Social]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monjelat]]></surname>
<given-names><![CDATA[Natalia Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Echeveste]]></surname>
<given-names><![CDATA[María Emilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[M. Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[Martín Ignacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Angeletti]]></surname>
<given-names><![CDATA[Valeria Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Rosario de Investigaciones en Ciencias de la Educación  ]]></institution>
<addr-line><![CDATA[Rosario ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Córdoba  ]]></institution>
<addr-line><![CDATA[Córdoba ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>43</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592024000400008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592024000400008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592024000400008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En los últimos años se observa una reformulación de programas para incluir las Ciencias de la Computación (CC) en la escolaridad obligatoria. La expansión de sistemas computacionales a todos los espacios de la vida humana permite no solo ampliar la capacidad de cognición, sino que ubica a saberes y prácticas de este campo como componentes claves de una formación ciudadana integral. Este desafío se presenta en un contexto de profundas brechas, que contribuyen a desarrollar desigualmente las posibilidades de alfabetización, pensamiento y participación computacional entre la población. Este trabajo analiza, desde una revisión sistemática, cómo se han definido estas nociones en el ámbito escolar. Los resultados arrojan que la alfabetización computacional se asocia mayormente con la inteligencia artificial y la programación, con el riesgo de reducir la mirada disciplinar a esas áreas hegemónicas. A su vez, se destaca la participación computacional desde propuestas con impacto social. Estos aportes son insumos para discutir, definir y analizar los procesos de alfabetización computacional en las escuelas, sobre todo en el contexto latinoamericano, donde no se han relevado estudios sobre el tema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nos últimos anos, observa-se uma reformulação dos programas educacionais para incluir a Ciência da Computação (IC) na educação obrigatória. A expansão dos sistemas informáticos para todas as esferas da vida humana não apenas amplia a capacidade cognitiva, mas também posiciona os saberes e práticas desse campo como elementos fundamentais na formação integral dos cidadãos. Esse desafio emerge em um contexto de profundas lacunas que promovem o desenvolvimento desigual das oportunidades de alfabetização, pensamento e participação computacional na sociedade. Este estudo analisa, com base em uma revisão sistemática, como esses conceitos têm sido abordados no ambiente escolar. Os resultados revelam que a alfabetização informática é frequentemente associada à inteligência artificial e à programação, o que pode limitar a abordagem disciplinar a essas áreas predominantes. Por outro lado, destaca-se a participação computacional em propostas com impacto social. Tais contribuições servem de base para discutir, definir e analisar os processos de alfabetização informática nas escolas, especialmente no contexto latino-americano, onde há carência de estudos sobre o tema.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[alfabetización computacional]]></kwd>
<kwd lng="es"><![CDATA[participación computacional]]></kwd>
<kwd lng="es"><![CDATA[pensamiento computacional]]></kwd>
<kwd lng="es"><![CDATA[educación formal]]></kwd>
<kwd lng="es"><![CDATA[brecha digital y computacional]]></kwd>
<kwd lng="en"><![CDATA[computational literacy]]></kwd>
<kwd lng="en"><![CDATA[computational participation]]></kwd>
<kwd lng="en"><![CDATA[computational thinking]]></kwd>
<kwd lng="en"><![CDATA[formal education]]></kwd>
<kwd lng="en"><![CDATA[digital and computational divide]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização computacional]]></kwd>
<kwd lng="pt"><![CDATA[participação computacional]]></kwd>
<kwd lng="pt"><![CDATA[pensamento computacional]]></kwd>
<kwd lng="pt"><![CDATA[educação formal]]></kwd>
<kwd lng="pt"><![CDATA[exclusão digital e computacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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