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PENSAMIENTO COMPUTACIONAL DESCONECTADO COMO ESTRATEGIA DE INCLUSIÓN PARA ESTUDIANTES EN EL CICLO 1 DE BÁSICA PRIMARIA: REVISIÓN TEÓRICA Y FUNDAMENTOS CONCEPTUALES.

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Bibliographic Details
Title: PENSAMIENTO COMPUTACIONAL DESCONECTADO COMO ESTRATEGIA DE INCLUSIÓN PARA ESTUDIANTES EN EL CICLO 1 DE BÁSICA PRIMARIA: REVISIÓN TEÓRICA Y FUNDAMENTOS CONCEPTUALES.
Alternate Title: DISCONNECTED COMPUTATIONAL THINKING AS AN INCLUSION STRATEGY FOR STUDENTS IN CYCLE 1 OF PRIMARY EDUCATION: THEORETICAL REVIEW AND CONCEPTUAL FOUNDATIONS.
Authors: Palco, Yetsaveth1 yek115@gmail.com
Source: Ciencia y Educación (2707-3378). 2026 Special Issue, Vol. 7, p424-436. 13p.
Subject Terms: *Computational thinking, *Inclusive education, *Educational equalization, *Cognitive development, *Digital divide, *Primary education, *Teaching models
Abstract (English): Computational thinking has emerged as a key competency in the 21st century, linked to the development of cognitive skills such as problem-solving, logic, and abstraction. In inclusive educational contexts, its implementation faces challenges related to access to technological resources and the diverse needs of students. This article aims to analyze the potential of unplugged computational thinking as an inclusion strategy in the first cycle of primary education, based on a theoretical review of recent literature and the construction of conceptual foundations for its application. A qualitative, theoreticaldocumentary approach was used, reviewing studies indexed in academic databases between 2020 and 2025. The results show that the unplugged approach allows for the development of computational skills without the need for digital devices, facilitating educational inclusion in contexts with technological limitations and learning diversity. It is concluded that unplugged computational thinking constitutes a relevant pedagogical alternative for promoting educational equity, and a conceptual framework for its implementation in primary education is proposed. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): El pensamiento computacional ha emergido como una competencia clave en el siglo XXI, vinculada al desarrollo de habilidades cognitivas como la resolución de problemas, la lógica y la abstracción. En contextos educativos inclusivos, su implementación enfrenta desafíos relacionados con el acceso a recursos tecnológicos y la diversidad de necesidades de los estudiantes. El presente artículo tiene como objetivo analizar el potencial del pensamiento computacional desconectado como estrategia de inclusión en el Ciclo 1 de Educación Básica Primaria, a partir de una revisión teórica de la literatura reciente y la construcción de fundamentos conceptuales para su aplicación. Se empleó un enfoque cualitativo de tipo teórico-documental, revisando estudios indexados en bases de datos académicas en el período 2020-2025. Los resultados evidencian que el enfoque desconectado permite desarrollar habilidades computacionales sin necesidad de dispositivos digitales, facilitando la inclusión educativa en contextos con limitaciones tecnológicas y diversidad de aprendizaje. Se concluye que el pensamiento computacional desconectado constituye una alternativa pedagógica pertinente para promover la equidad educativa, proponiéndose una base conceptual para su implementación en educación primaria. [ABSTRACT FROM AUTHOR]
Abstract (Portuguese): O pensamento computacional emergiu como uma competência fundamental no século XXI, associada ao desenvolvimento de habilidades cognitivas como resolução de problemas, lógica e abstração. Em contextos educacionais inclusivos, sua implementação enfrenta desafios relacionados ao acesso a recursos tecnológicos e às diversas necessidades dos alunos. Este artigo visa analisar o potencial do pensamento computacional desplugado como estratégia de inclusão no primeiro ciclo do ensino fundamental, com base em uma revisão teórica da literatura recente e na construção de fundamentos conceituais para sua aplicação. Foi utilizada uma abordagem qualitativa, teórico-documental, revisando estudos indexados em bases de dados acadêmicas entre 2020 e 2025. Os resultados mostram que a abordagem desplugada permite o desenvolvimento de habilidades computacionais sem a necessidade de dispositivos digitais, facilitando a inclusão educacional em contextos com limitações tecnológicas e diversidade de aprendizagem. Conclui-se que o pensamento computacional desplugado constitui uma alternativa pedagógica relevante para a promoção da equidade educacional, e propõe-se um quadro conceitual para sua implementação no ensino fundamental. [ABSTRACT FROM AUTHOR]
Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:Computational thinking has emerged as a key competency in the 21st century, linked to the development of cognitive skills such as problem-solving, logic, and abstraction. In inclusive educational contexts, its implementation faces challenges related to access to technological resources and the diverse needs of students. This article aims to analyze the potential of unplugged computational thinking as an inclusion strategy in the first cycle of primary education, based on a theoretical review of recent literature and the construction of conceptual foundations for its application. A qualitative, theoreticaldocumentary approach was used, reviewing studies indexed in academic databases between 2020 and 2025. The results show that the unplugged approach allows for the development of computational skills without the need for digital devices, facilitating educational inclusion in contexts with technological limitations and learning diversity. It is concluded that unplugged computational thinking constitutes a relevant pedagogical alternative for promoting educational equity, and a conceptual framework for its implementation in primary education is proposed. [ABSTRACT FROM AUTHOR]
ISSN:27073378