Capacitação em pensamento computacional voltada aos anos iniciais do ensino fundamental com base no cotidiano dos alunos
Exponential growth and the adoption of technological solutions drive constant transformations in the social, cultural, economic and political sectors. In this context, creativity and the ability to think tend to be increasingly valued. Many have pointed to the adoption of active teaching and le...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/51276 |
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| Resumo: | Exponential growth and the adoption of technological solutions drive constant
transformations in the social, cultural, economic and political sectors. In this context,
creativity and the ability to think tend to be increasingly valued. Many have pointed to the
adoption of active teaching and learning methodologies as a way to stimulate the formation of
these skills. In this sense, specialists have emphasized the integration of computational
thinking since the first levels of Basic Education to collaborate with the development of
critical thinking and problem-solving skills. When talking about teaching computational
thinking, it is common to think about the use of digital information and communication
technologies. However, the reality of Brazilian public schools, which still has precarious
infrastructure and technological scarcity, shows that relying solely on these technologies is an
impractical solution. Another problem is the deficit in teacher training, which is also a barrier
to be overcome. Given this scenario, unplugged computing presents itself as an affordable
alternative. However, a preliminary analysis indicated that most of the studies that
investigated the integration of computational thinking in the early years of Elementary School
were limited to replicating practices and experiences developed and designed for contexts and
realities very different from those experienced by public school students. Faced with this
problem, this research aims to contribute to the teaching and learning of computational
thinking in the early years of Elementary School. To achieve this objective, a literature review
was carried out and a didactic material was developed based on theories that prioritize
previous knowledge, the local reality, the interests and preferences of the students. The
material consists of guidelines and a set of unplugged activities. In addition, two training
sessions were carried out with teachers from the municipality of Parnamirim-RN. To validate
the proposal, during the last training, the teachers were instructed to use the didactic material
in the planning of practical activities. According to the results, it can be said that the
methodological procedures and the proposed teaching material still have points that need to be
improved. However, the activities carried out contributed significantly to the development of
computational thinking of the students and teachers who participated in the course. |
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