The Contributions of Computational Thinking in Basic Education

Technology as a Tool in the Classroom

Abstract

This article is an excerpt from a dissertation written by the first author and deals with the training of pedagogues with a focus on teaching Mathematics in the Early Years in Plane Geometry based on the contributions of Computational Thinking (CT). The reflection begins based on the work “Gaiolas ou Asas”, by Rubem Alves, which questions school practices that limit learning instead of stimulating autonomy and exploration. The objective is to investigate how teachers in the Early Years use CT in the process of mathematical literacy and whether these practices really transform the lives of students in order to answer the following question: To know if Basic Education teachers use computational thinking in the process of mathematical literacy in the early years?” Methodologically, this study is based on the qualitative and field approach in a smaller elementary school in the municipality of Soure, Marajó, with 30 (thirty) 4th grade students. Semi-structured interviews and questionnaires containing 10 (ten) open questions about calculating the areas of the main plane figures will be used as data construction instruments. It is expected, therefore, that by applying the proposed activities it will be possible to answer the announced question in a way that contributes to the citizen and scientific training of the pedagogue.