The approval of the National Common Core Curriculum (BNCC) for Computer Science represents an important milestone for Brazilian education. By recognizing computational thinking as an essential component of students’ education, the country is making progress in building fundamental skills for the 21st century.

This proposal is structured around three central pillars: computational thinking, digital culture, and the digital world, which, together, broaden our understanding of the role of the National Common Core Curriculum (BNCC) for Computing in basic education. It is not merely a matter of teaching technology, but of preparing individuals who are capable of understanding, creating, and critically engaging with the digital world.

However, as is the case with other educational policies, the greatest challenge lies not in defining the policy, but in implementing it.

Between the curriculum and the classroom: where the challenges arise

Translating the three pillars of the BNCC for Computer Science into educational practice remains a challenge for many school districts.

How can we develop computational thinking in a way that is appropriate for each age group? How can we foster digital literacy beyond the merely instrumental use of technology? How can we approach the digital world in a critical, ethical, and meaningful way?

These questions reflect a real-world scenario faced by administrators and teachers. Among the main challenges are:

• Lack of specific training among a large proportion of teachers
• Difficulty in implementing the three pillars in daily practice
• Lack of structured materials to guide skill progression
• Uncertainty about how to integrate computing into existing practices

In the early years of elementary school, this situation becomes even more critical, requiring accessible, purposeful, and well-structured instructional approaches.

The Silent Risk: Implementing Without Establishing a Framework

Without a clear framework, the three pillars of the BNCC for Computing may end up being addressed in isolation or only superficially. Computational thinking may be reduced to isolated activities. Digital literacy may be limited to the use of tools. The digital world may be addressed only in a theoretical manner, without any connection to students’ reality. This fragmentation undermines the educational potential of the curriculum and hinders the development of consistent learning over the years.

What underpins the implementation of the National Common Core Curriculum (BNCC) for Computer Science?

In order for the three pillars of the BNCC for Computer Science to translate into effective practices, their implementation must be supported by foundational pillars. Among these, the following stand out:

• Organized pedagogical progression: It is essential that computational thinking, digital literacy, and the digital world be developed in a coordinated and progressive manner throughout the school years.
   
• Structured instructional materials: Teaching resources that translate the three core areas into concrete experiences facilitate the work of teachers and ensure greater intentionality.
   
• Continuing education for teachers: A conceptual understanding of the core themes, combined with their practical application, is essential for teachers to feel confident in leading activities.
   
• Educational monitoring: Tracking how the core areas are being addressed in schools allows for adjustments and strengthens implementation.

From Intention to Action: The Role of Educational Solutions

Given this scenario, it is clear that implementing the National Common Core Curriculum (BNCC) for Computer Science requires more than just good intentions. It is necessary to support school districts with solutions that integrate these three pillars in a coherent and practical way. More than just materials, these solutions must offer:

• Curriculum organized in accordance with the BNCC
• Integration of computational thinking, digital culture, and the digital world
• A clear and progressive instructional sequence
• Support for Teaching Practice
• Continuing Education
• Monitoring of Implementation

Possible approaches to these challenges

The Editora Divulgação Cultural (DC) is participating in Bett Brasil 2026 to present its solutions for implementing the BNCC for Computer Science in the early and late grades of elementary school.

Authored by Professor Débora Garofalo and Maurício Gebran, national and international authorities on innovation and technology in education, the Sustainable Robotics series offers a structured approach aligned with the three pillars of the BNCC: computational thinking, digital culture, and the digital world, integrating pedagogical practices, sustainability, and skills development.

This material aims to support educational networks in developing a consistent learning path, in which the National Common Core Standards for Computing (BNCC) are established as an integral part of students’ education.

*Content provided solely by the advertiser.
**This text does not necessarily reflect the opinion of Bett Brasil.

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