TRANSFER AND RECONFIGURATION OF COMPUTATIONAL THINKING IN RECENT COLOMBIAN EDUCATIONAL POLICY

Abstract

The incorporation of computational thinking (CT) into recent Colombian educational policy (2020-2025) goes beyond being a mere instrumental component, becoming a central axis of pedagogical organization and digital citizenship. However, a structural gap persists between the normative discourse and the reality of the classroom, as metric standardization and pressure for global indicators threaten to reduce CT to a mere bureaucratic requirement. This document critically analyzes the transfer and reconfiguration of CT in Colombia, identifying tensions between public policy requirements, teacher mediation, and territorial learning conditions. Using a qualitative analysis and a critical hermeneutic perspective, a documentary analysis of official guidelines was conducted, triangulated with frameworks of epistemic critical pedagogy. The findings demonstrate that the effective reconfiguration of cognitive competence crystallizes when it is detached from technological determinism and appropriated as a category of pedagogical inquiry that activates cognitive transfer, gives new meaning to error as a learning input, and enables situated practices. It is concluded that cognitive competence must go beyond technical training to become an enabling right that empowers students' critical agency; and that, to this end, policies must prioritize ongoing teacher training, curriculum adaptation, and formative assessment systems that value cognitive complexity.