BNCC computação e educação infantil: articulações entre pensamento computacional, linguagem matemática e formação de professores

The year 2026 marks the implementation of the National Common Curricular Base for Computing (BNCC Computing), a curricular policy that introduces computational thinking as a component to be implemented in Basic Education, pursuant to Resolution CNE/CEB No. 1/2022. This context brings new demands and challenges for both pre-service and in-service teacher education, especially for those who teach mathematics. This study seeks to investigate how the implementation of BNCC Computing can support the development of mathematical language in Early Childhood Education, based on the principles of computational thinking. The general objective is to theoretically discuss the possibilities of articulating computational thinking and mathematical practices in Early Childhood Education, as well as their implications for pre-service and in-service teacher education, particularly in Pedagogy programs. The study is grounded in Papert’s (1980) Constructionism, Wing’s (2006) conception of computational thinking, and Valente’s (2017) perspective on active methodologies and personalized learning. Methodologically, this is a qualitative, bibliographic, and documentary study. Preliminary results indicate gaps in both pre-service and in-service teacher education regarding computational thinking, generating insecurity in didactic transposition and conceptual misunderstandings about unplugged activities. It is concluded that the implementation of BNCC Computing requires the revision of teacher education curricula, the adoption of active methodologies in teacher training processes, and the strengthening of continuing education policies.