Programming and robotics: how and what for. Analysis of education policies in Argentina

• Autores: Albarello, Francisco, Hafner Táboas, Amalia
• Formato: artículo
• Fecha de Publicación: 2019
• Institución: Universidad de Lima
• Repositorio: Revistas - Universidad de Lima
• Lenguaje: español
• OAI Identifier: oai:revistas.ulima.edu.pe:article/4607
• Enlace del recurso: https://revistas.ulima.edu.pe/index.php/contratexto/article/view/4607
• Nivel de acceso: acceso abierto
• Materia: Programming; Robotics; Media Education; Digital Literacy; Education Policy; Programación; Robótica; Educación mediática; Alfabetización digital; Política educativa

Although the relationship between programming, robotics and education has a long history, these specific knowledge and skills were not explicitly included in the official documents of the Latin American education policy until recently. Argentina is the first South American country in which programming and robotics are included in the basic contents of compulsory education. In this article, based on a qualitative analysis of a set of official documents, we propose to explore the arguments favoring the inclusion of programming and robotics in formal education, and the way in which they are suggested to be incorporated in classrooms.