O Pensamento computacional ao serviço da integração curricular transversal no 1.º ciclo

Abstract

There is a concern about the need for the school to keep up with the digital world that is informally spreading in our daily lives. The development of the computational thinking does not have to be sectored into one subject, but should enjoy curricular integration across multiple subjects. The curriculum should be broadly designed to incorporate the students' motivations and identity. Technology emerges as a link between school and life, so that students can develop their skills around a project. The project presented was carried out with students from a 4th grade class and consisted of building a scale model with the reuse of materials, using the basics of the Scratch programming language and a small robot to formulate and solve problems collaboratively. The computational development assumed two vectors, the first incorporating questions at the level of the construction of the model itself, and the second through the creation of a problem file, seeking to portray in an identitary way the village where the school is located. The article, which describes and reflects on the project, refers us to a conceptual framework that crosses a flexible and integrative curriculum with approaches to the importance of computational thinking in the 1st cycle of education.