Pensamento computacional no contexto escolar: um estudo exploratório baseado nas perspectivas dos professores do ensino médio

Abstract

Computational thinking is pointed to by scholars as one of the key skills for this new century. It's about skills and abilities associated with the troubleshooting and beams to other areas of knowledge. Advantage of this premise is the need to seek to understand if such skills are developed at school by teachers, since they exercise primary roles in the construction of knowledge. Thus, the present work aims to understand the perceptions of high school teachers about computational thinking skills. To achieve the goal, we conduct a field research with public school teachers of Rio Tinto/PB. First, we did a literature search to identify and characterize the computational thinking skills. Then, we use data collection instruments a questionnaire and interview. The collected data were analyzed using the method of triangulation of data. Based on the data analyzed, we have evidence that the terms of computational thinking skills not yet clear for teachers and are barely explored. Although some teachers seek to use them during the activities, the concept tends to be modified, making the skill other than the initial purpose presented in literature.