Pensamento computacional no ensino fundamental: reflexões sobre a formação de professores

Abstract

This investigation is part of a broader project supported by FAPEMIG, focusing on integrating Computational Thinking into basic education. The study aimed to understand the process of teacher training for the integration of Computational Thinking into the final years of elementary school. A participatory research approach was conducted in partnership with a municipal school in southern Minas Gerais, Brazil. Between August and November 2023, we organized specific training for 29 teachers, structured into eight in-person sessions. The activities were designed to explore possibilities for integrating Computational Thinking into the curricular components of the final years of elementary education. With a qualitative approach, the investigation was guided by Grounded Theory as proposed by Kathy Charmaz. Data were collected through field notes, video recordings, and two focus group discussions, which provided reflections on the methodology applied. Data analysis followed techniques of Grounded Theory, resulting in the development of memos that composed the analytical corpus used to generate substantive theory and conclusions. We concluded that, although the effort to develop engaging and meaningful activities is essential, a well-structured methodology and adequate resources alone do not ensure the success of interdisciplinary work with teachers in learning and teaching Computational Thinking. Teachers' adherence to the model was hindered by the workload they face, affecting their active participation and continuity through the training program. To support future training programs, we developed an educational product containing both plugged and unplugged activities designed to facilitate the learning of Computational Thinking.