O pensamento computacional integrado nos processos de ensino do sistema monetário brasileiro: desafios e possibilidades de implementação no 4º ano do ensino fundamental
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| Hlavní autor: | |
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| Datum vydání: | 2025 |
| Médium: | Doctoral thesis |
| Jazyk: | por |
| Zdroj: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/10118 |
Shrnutí: | It is increasingly common to observe the presence of research and pedagogical practices that integrate the teaching of computing across various subjects in basic education. In a context where changes are occurring at an ever-faster pace, the need to develop technological and financial skills to educate reflective and autonomous citizens has emerged as a fundamental approach. These aspects lead to the central question of this study, expressed as follows: what are the contributions of a sequence of activities that combines a skill related to solving problem situations involving the Brazilian Monetary System (BMS) with the creation of algorithms based on the concept of Computational Thinking (CT) for 4th-grade elementary school students? The objective is to analyze the educational potential of a sequence of activities focused on solving problem situations related to buying, selling, and payment methods through the creation of algorithms, with 4th-grade elementary school students. The research is based on a qualitative and descriptive approach, employing four data collection instruments: image and video records, interviews with participants, algorithms created by the students, and a field journal completed by the author, who was responsible for conducting the activities. Associated with this thesis, we present a proposal for an Educational Product (EP), structured according to the five constructionist dimensions, and using algorithmic thinking based on CT as a teaching methodology to describe, in algorithmic terms, processes involving problem-solving related to the BMS. For this purpose, unplugged logic programming blocks were used to simulate algorithms that represent the formulation and resolution of problems involving this knowledge area. The EP was implemented through a sequence of five sessions focused on the BMS, involving 21 students from a 4th-grade class in a public elementary school in Erechim/RS, Brazil. As a result, the study highlighted the feasibility of the proposal in supporting the knowledge construction processes related to the skill EF04MA25 from the BNCC (Brazilian National Common Curricular Base), which involves solving and formulating problems related to buying, selling, and payment methods. This was achieved through algorithm simulation using unplugged programming blocks, adapted to a variety of problem situations. This thesis is accompanied by the EP, which is the central object of the study and is available on the specific website of the program educational products page (https://www.upf.br/produtoseducacionais) and on the EduCapes Portal (https://educapes.capes.gov.br/handle/capes/1130867). |