TRAPS OF COMPUTATIONAL THINKING: CRITICAL ANALYSIS

Abstract

This article critically analyzes the evolution of the concept of computational thinking (CT) in the works of Jeanette Wing, focusing on articles published between 2006 and 2017. It is argued that, although Wing has widely promoted CT as an essential skill for several areas of knowledge, her definition presents conceptual ambiguities that compromise its delimitation and applicability. One of the main problems identified is the use of the logical operator "OR" in the initial definition of CT, which allows for overly broad interpretations and the inclusion of exclusively human processes that cannot be executed by machines. The review of later texts shows that this lack of definition was not corrected, resulting in difficulties in consolidating CT as a formally structured field. In addition, the centrality of algorithms, an essential element for the identity of CT, is discussed, and how their explicit absence in Wing's formulation contributes to the dilution of the concept. The educational implications of the lack of a precise definition are also examined, which directly impact the teaching and curricular implementation of CT. Finally, it is argued that, in order to ensure the coherence and effectiveness of computational thinking, greater conceptual rigor is needed, clearly distinguishing its scope and its relationship with other forms of cognition. The article proposes a more precise delimitation of CT, emphasizing its algorithmic basis and differentiating it from probabilistic approaches and models based on approximate optimization, in order to strengthen its identity and applicability in both education and scientific research.