Brincando e aprendendo com o Pensamento Computacional no ensino de Língua Portuguesa

Abstract

In the field of educational technologies, unplugged activities are important tools for promoting Computational Thinking (CT), contributing to the development of students' skills in creating and solving problems. Recently, the National Common Curricular Base (BNCC), which guides education in Brazil, released opinion CNE/CEB No. 2/2022, approved on February 17, 2022. This opinion establishes guidelines for the inclusion of Computing in Basic Education. Thus, this dissertation aims to demonstrate the applicability of CT strategies in teaching the Portuguese Language curriculum component in elementary education, based on David Ausubel's Meaningful Learning Theory (TAS). The research was conducted in two phases: the first, an integrative literature review (Phase I), and the second, a methodological research (Phase II). The results of Phase I, through the integrative review, showed that there are still few studies that utilize CT in its unplugged form in the teaching and learning processes of the Portuguese Language. Despite the assertion by author Wing (2016) that computational thinking can be used by anyone, anywhere, it is observed that the BNCC itself mentions the term "computational thinking" mainly in the area of Mathematics. Furthermore, the pillars of CT, when represented by figures, are often associated with geometric shapes, reinforcing their connection with the fields of Mathematics and Computer Science. The application of the four pillars of CT – decomposition, abstraction, pattern recognition, and algorithms – in a sequential manner is essential for the efficient resolution of problems. Another important aspect is to start implementing CT in an unplugged manner, as this favors the kinesthetic learning of children in the early stages of Basic Education. In Phase II, the importance of developing materials, such as our didactic models, that explain what CT is and how teachers can apply its strategies in their pedagogical practices was emphasized, since the literature review showed a significant improvement in the results of pedagogical processes that utilized this approach. Through didactic modeling, it was demonstrated that CT can be used throughout all language practices (oral, written, reading, and linguistic analysis) of the Portuguese Language. An indispensable factor for achieving meaningful learning is for the teacher to identify the prior knowledge of their students and to use diverse materials during their classes that can be potentially significant. Regarding the connection between CT and TAS, when used together, it allows students to apply their prior knowledge and cognitive skills in problem-solving, building solid mental models as they solve issues and apply concepts. Moreover, this research contributes to the literature by demonstrating that CT can be developed in other areas of knowledge and by creating products that can be used by both teachers and students.