Pensamento computacional na Educação Básica: um estudo sobre a constituição dialógica da concepção dos docentes.

Abstract

The development of technological knowledge and the expansion of digital culture transformed the conception of computing in schools. It is not enough to teach technologies to students but to promote critical digital thinking skills, so that students may be able to transcend the use of digital and apply computational knowledge also in non-virtual situations. Computational Thinking (CT) came to schools as a multidisciplinary proposal for teaching the fundamentals of Computing, based on problem solving and on development of a contextualized technological education, which aims to confront social structures that promote or perpetuate inequalities. However, there are still gaps about how teachers in the early years of Elementary School actually conceive this theme Based on a case study, the research was carried out with teachers from the early years of Elementary School in the subject of Computational Thinking at a private school in the city of Recife; with the objective of understanding their conceptions regarding Computational Thinking in the education of children. To obtain our data, we carried out a documentary research, added to the application of a questionnaire and the semi-structured interview. We analyzed the dialogic game present in the statements of the individuals from categories of discourse analysis contained and also extrapolated to the collected responses and we found that, although the discourses establish a dialogue with the cognitive and situated conceptions of the PC (KAFAI et al., 2019), it is necessary to expand these perspectives to guide our understanding of CT in school, adopting a critical perspective, which sees CT as a possible road for student engagement in socially relevant issues.