Uma arquitetura pedagógica para a formação de professores em pensamento computacional

Abstract

This work explores the design and implementation of a pedagogical architecture aimed at training teachers in the fields of Science and Mathematics, focusing on integrating Computational Thinking (CT) into pedagogical practices. The main goal was to equip educators to apply the pillars of CT—decomposition, abstraction, pattern recognition, and algorithms—in the teaching process, addressing the growing demand for methodologies that promote essential cognitive skills, such as logical reasoning and solving complex problems. To achieve this goal, the research employs a mixed-methods approach, grounded in Design Science Research (DSR), aiming at the construction of an educational artifact: the pedagogical architecture itself. This artifact is structured into modules that enable gradual and collaborative learning, using the Moodle platform to facilitate interaction among participants. The study, through questionnaires and continuous assessments, revealed that despite the initial challenges teachers faced in adapting to technological tools and CT concepts, the methodology employed, emphasizing peer review and flexible content, proved effective in promoting a culture of collaboration and critical reflection. The conclusion highlights that the pedagogical architecture not only encouraged improvement of teaching practices but also inspired teachers to adopt an innovative stance, integrating Computational Thinking organically and practically into their subjects. Despite the positive results, the research points to the need for continuous training and the creation of specific teaching materials to ensure widespread implementation of CT in primary education. Furthermore, challenges such as teacher workload and the lack of adequate technological resources are barriers that need to be overcome to guarantee the effectiveness and sustainability of this methodology’s application in various educational contexts.