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Human society is immersed in digital zeitgeist and information, and communications technology competences became fundamental for each citizen around the world in order to participate in the great benefits that this technological development promotes. In this zeitgeist, several questions appear related to the educational context because the way to deal with information, knowledge, and communications has changed drastically. For that reason, several proposals emerged to develop additional competences in youths. Among these possibilities, computational thinking – CT arose as an approach to encourage ICT competence. However, the initial proposal appeared in a simple viewpoint article; that was just an opinion without any reference. Surprisingly, such an article reverberated around the world, and several proposals appeared trying to define “what is computational thinking?”. Parallel to this, some critics showed controversial aspects of CT, especially based on computer science (CS) educational, historical trajectory. But, many solid approaches of CT based on robust researches became popular, and several educational practices were successful. Thus, we analyze some criticism and show other points of view, aiming to clarify some questions and to give some answers. We believe that CT approaches are valuable inside of myriads of possibilities to promote ICT competences. Polemics and controversies used to make advances in each field, but fruitful initiatives must be acknowledged. K-12 educational system could not wait until there is a proper and unique consensus between researchers to start to teach ICT competences to our youths.

Polemics about Computational Thinking: Digital Competence in Digital Zeitgeist – Continued Search for Answers