Pensamento computacional no 3º ano do ensino fundamental: ações pedagógicas na Escola Estadual Vieira Marques

Abstract

This study aims to understand how Computational Thinking (CT) is addressed in the curriculum of the 3rd year of Elementary School at Escola Estadual Vieira Marques. Its specific objectives are to analyze the curriculum and pedagogical practices developed in the 3rd year of Elementary School; identify practices related to the development of CT through an unplugged approach; and propose actions aimed at expanding and improving these unplugged practices, in accordance with the guidelines established by the BNCC for Computing. To achieve these objectives, a qualitative and descriptive approach was adopted, developed in three stages: a bibliographic study on CT, curriculum, and pedagogical practices; documentary research based on the analysis of the Political-Pedagogical Project, minutes of Module II meetings, weekly lesson plans of the 3rd-year classes, and other institutional documents; and field research through an online questionnaire administered to the classroom teachers and semi-structured interviews with the two 3rd-year teachers, the Basic Education Specialist, and the school principal. Data analysis revealed that the teachers have limited knowledge of CT and identified skills related to decomposition, pattern recognition, abstraction, and algorithm construction in the lesson plans. It also showed that, although national and state guidelines exist for the integration of Computing into Basic Education, their implementation at the school remains incipient, characterized by the lack of specific teacher training, limitations in technological infrastructure, and the absence of intentional planning aligned with the BNCC for Computing. The interviews revealed teachers' interest in incorporating CT into their pedagogical practices, while the analysis of the lesson plans demonstrated that CT-related skills are already developed implicitly, particularly in Portuguese Language, Mathematics, and Art. Based on these findings, an Educational Action Plan was developed comprising four actions focused on teacher training, the development of teaching sequences, the creation of a pedagogical repository, and the monitoring of practices, aiming to strengthen the intentional integration of CT in the early years of Elementary School.