Pensamento computacional na formação técnica de nível médio: proposta de uma sequência didática interativa

Abstract

Computational Thinking in basic education aims to enable the formulation and resolution of problems based on the fundamental concepts of informatics. It is a necessary skill to be developed at all levels and modalities of school education, given the incorporation of digital information and communication technologies in the context of people's lives. Computational Thinking as an approach to teaching computing contributes to the understanding of fundamental concepts in the field of knowledge of computer science. In Secondary Level Technical Professional Education, the way in which computer education is being approached does not develop Computational Thinking, as this teaching is restricted to the use of digital information and communication technologies, such as "office software" and the Internet and, therefore, does not do not cover computer science concepts that allow the use of computational artifacts as a resource for thinking with and thinking about thinking. Thus, the research developed in the Master's Degree Program in Professional and Technological Education aimed to investigate how to develop Computational Thinking in technical training at a secondary level, specifically in technical training in Administration. To achieve this objective, the methodological approach involved an applied research of a qualitative nature, adopting field research and case study as procedural methods. Data collection used the instruments: questionnaire and participant observation. The questionnaire was submitted to the answers of computer science teachers who teach or can teach a curricular component related to digital information and communication technologies in the Technical Course in Administration, to analyze how these teachers perceive Computational Thinking as a teaching approach in this Course. In addition, another questionnaire was made available to the students of this technical course, in order to evaluate the implementation of a teaching proposal to stimulate the development of Computational Thinking contextualized with the technical training in Administration in a constructionist perspective. In addition, participant observation with field diary recording was used during the implementation of this teaching proposal. Data were analyzed using thematic content analysis and descriptive statistics. In this sense, the results showed that the participating teachers have an incoherent understanding of Computational Thinking, which highlighted the need for continuing education on the development of Computational Thinking in Secondary Level Technical Professional Education. The teaching proposal met the training and learning needs of the participating students. The assessment made by these students showed satisfaction with the learning experience. The adoption of the Addie instructional design model and the Interactive Didactic Sequence favored the planning of a meaningful and coherent learning with the egress profile of the Administration Technician, with contextualization as a guiding principle of the teaching-learning process