Uma análise quali-quantitativa da literatura sobre computação no ensino fundamental brasileiro à luz das normas complementares à BNCC 2022

Abstract

The importance of including Computer Science education throughout the years of K-12 education in Brazil has been a topic of discussion for a long time. With the technological development experienced in recent decades, the expansion of network connectivity through the Internet, and, most importantly, the application of computing in nearly all branches of human activity, the need for this inclusion has become increasingly evident. Proof of this, as has already been happening in several other countries, is the approval of regulations that introduce the mandatory teaching of computing fundamentals in their basic education curricula. In Brazil, this was done through Resolution No. 1/2022 of the National Education Council - “Norms on Computing in Basic Education - Supplement to the National Common Curricular Base (BNCC).” With this in mind, the main objective of this work is to characterize the state-of-the-art on the teaching of Computer Science in Basic Education in Brazil, specifically in stages I and II of K-12 education, relate it to the complementary standards to the BNCC 2022 and disseminate the results obtained with teachers working in that teaching stage. For this purpose, the following steps were defined as Research Method: 1. Preliminary study to identify normative acts that establish general and specific educational curricular guidelines on Computer Science education in K-12 education in Brazil; 2. Conducting a Systematic Literature Mapping; 3. Development of an online platform called “Explorador de Estudos sobre Educação em Computação (E3C)” to present the results of the research, followed by the dissemination of this platform to education professionals and the application of a questionnaire to collect feedback. The results obtained indicated a majority employment of teaching-learning practices that make use

of plugged computing, block programming, unplugged computing, problem-solving- based learning, and gamification. Regarding tools/resources, a considerable variety

was observed, although only a small portion was more frequently used, such as: printed and/or concrete/manipulative materials, Scratch, adapted/original unplugged activities, and activities from the code.org website. A strong emphasis was observed on the teaching of Computational Thinking skills, at the expense of areas such as Digital World and Digital Culture. Within the Computational Thinking axis, programming and problem-solving strategies were the most emphasized skills, while data structure and computational logic received less attention. In the Digital World axis, information coding was the most addressed skill, with other knowledge objects such as operating systems and computer architecture being less explored. Digital Culture focused on the safe and responsible use of technologies. Feedback from teachers about the E3C platform was mostly positive, proving the relevance and contributions of this type of survey to teaching Computer Science in Brazilian K-12 education. The results obtained can be used in initial and continuous teacher training initiatives and in the development or adaptation of curricula, in addition to indicating the need for the development of teaching resources aimed at teaching skills related to the Digital World and Digital Culture axes.