Explorando o pensamento computacional nos anos iniciais do ensino fundamental a partir de soluções criativas para alagamentos na cidade de Recife/PE

Abstract

This paper proposes a didactic sequence for the development of Computational Thinking (CT) in the 1st year of Elementary School, using the problem of floods in the city of Recife/PE as a learning context. Based on discussions about the reality of CT development in Brazilian schools and the training of teachers working in the field, as well as on the axes and abilities related to computing education in Elementary School present in the complement of Computing to the National Common Curricular Base (BNCC), the objective is to introduce CT concepts in an unplugged way, focusing on key concepts and on the resolution of real problems, especially those related to social issues such as floods. The problem-based methodology will be employed to promote students' autonomy in constructing knowledge, allowing them to use Computing as a tool to address relevant and meaningful issues in their community. This approach aims not only to develop technical skills but also to promote meaningful learning by connecting computational concepts with real and social challenges faced by students. The proposal thus seeks to overcome challenges related to teaching materials and strategies for the effective integration of computing into the curriculum, offering an accessible and socially relevant alternative for computing education in Brazilian schools.