Pensamento computacional, pensamento teórico e currículo escolar à luz da teoria histórico-cultural

• Ano de defesa: 2024
• Autor(a) principal: Mattos, Francielle de
• Orientador(a): Mello, Maria Aparecida
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Teoria histórico-cultural; Pensamento computacional; Teoria da reorganização; Pensamento teórico
• Palavras-chave em Inglês: Historical-cultural theory; Computational thinking; Theory of reorganization; Theoretical thinking
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA; CIENCIAS EXATAS E DA TERRA; CIENCIAS HUMANAS::EDUCACAO; CIENCIAS HUMANAS::EDUCACAO::CURRICULO; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/21173

Computational Thinking, as one of the themes of the document Computing Complement to the BNCC, aims to develop cognitive skills related to problem-solving in a structured and systematic way and to develop thinking through computation. Throughout this text, the research, of a theoretical and bibliographical nature, based on the studies of Vigotsky, Davidov, Leontiev, Tikhomirov, the study explored several perspectives on the concept of Computational Thinking (CT). This term has undergone several reformulations with the aim of contributing to the updating of the curricula of courses in the area of Computing in higher education and to the organization of the teaching of these contents in Basic Education. From this, emphasis was placed on its teaching in Early Childhood Education, especially in Preschool, and in the first two years of Elementary School. Thus, it sought to answer the following question: Is computational thinking, as proposed in the BNCC and in its complement in the Preschool phase and in the first two years of Elementary School, towards the development of students' theoretical thinking as proposed by the Historical-Cultural Theory? Thus, the main objective was to characterize and analyze the understanding of computational thinking from the perspective of the Historical-Cultural Theory, as presented in the document Computing: Complement to the BNCC, in the stages of early childhood education (preschool phase) and in the first two years of Elementary School. Having pointed this out, the thesis presents that computational thinking as mentioned in the official documents analyzed is not characterized as theoretical thinking, according to the Historical-Cultural Theory. To this end, the logical-historical movement of the concept “computational thinking” was discussed and subsequently in-depth studies on the need for its formalization and conceptualization were carried out. The analyses led to the elaboration of an integrative synthesis, which guides the formation of theoretical thinking in an articulated manner and resignifies the concepts of Computational Thinking in light of the Theory of Reorganization through Human-Computer Interaction. The results of the research indicated that the term “Computational Thinking”, as presented in the official documents BNCC and Computing: Complement to the BNCC, is not characterized as theoretical thinking according to the Historical-Cultural Theory. In conclusion, it was understood that these documents do not promote the principles of dialectical logic but emphasize "know-how" — skills and competencies — to the detriment of the development of concepts and the formation of theoretical thought.