PAPERT PC Framework: um arcabouço para criação de atividades curriculares integradas com o pensamento computacional

Abstract

This work involves the definition and availability of a theoretical framework that allows assisting educators in the design of didactic activities based on Computational Thinking (CT) in the light of a pedagogical theory. These activities should promote learning of curricular components while developing, in the learners, skills and techniques of Computational Thinking. The structure, called Papert CT Framework, is organized into three levels of abstraction. At the highest level, it includes the proposition of a conceptual model, which presents guidelines for integrating CT development in basic education, considering a pedagogical theory. In the second level, it addresses the definition of instructional models from instantiations of the general model. Models that result in the construction of guides for planning activities, as well as assessment rubrics. An instance was proposed considering the constructionist theory and certain concepts of the CT. The third level, more concrete, consists of the development of educational activities guided by the components outlined in the previous level. Rubrics proposed in this instance provide subsidies for evaluating the planning carried out by the teacher. Usually expressed in an activity plan. Case studies have been carried out and show that the practical guide, as well as the rubrics that support it, have the potential to instigate teachers of basic education in the development of constructionist activities and that emphasize the development of skills related to CT. This can be done without unduly changing the activities that would normally be carried out, as it is often about encouraging and guiding the teacher to incorporate the CT skills into his proposal as mental tools for problem solving.