Challenges and training needs to implement the BNCC Computing in Santa Maria/RS

Abstract

The implementation of the BNCC Computing in schools highlighted the need for adequate teacher training for teaching computer science in basic education. Thus, this study aimed to investigate the challenges and training needs of teachers in the municipal school system of Santa Maria for the implementation of the BNCC Computing, seeking to understand the existing gaps and propose solutions to improve the quality of teaching computer science in education. The research adopted a qualitative approach, using questionnaires to collect information about the educational profile of teachers and their perceptions about teaching computer science. The responses were examined based on the content analysis methodology (Bardin, 2011), allowing a systematic categorization and interpretation of teachers' perceptions regarding the challenges and training needs. The results highlighted both the opportunities and challenges in implementing the BNCC Computing. Although teacher diversity and qualifications are positive aspects, specific training, infrastructure and teaching materials were identified as critical points. Although 75% of teachers considered the technological conditions adequate, problems such as equipment updates and technological instability can still harm teaching. The creation of specific teaching materials was valued by 67% of participants, who also highlighted the importance of practical training aligned with the school context. As a limitation of the study, the response rate of 48% among participants may restrict the representativeness of the data. Nevertheless, the findings provide valuable insights to inform teacher training policies and improvements in the implementation process of the BNCC Computing curriculum.