DESENVOLVIMENTO DO PENSAMENTO COMPUTACIONAL: UMA APLICAÇÃO DE METODOLOGIAS PLUGADAS E DESPLUGADAS COM ALUNOS DO ENSINO TÉCNICO EM INFORMÁTICA INTEGRADO AO ENSINO MÉDIO DO IFBA CAMPUS JACOBINA.

Abstract

This paper presents a study on the development of Computational Thinking in students entrants in the Computer Science Technician course integrated into High School at IFBA Campus Jacobina, using plugged and unplugged methodologies. The study seeks to understand the relationships established by combining these methodologies in the educational context and how they can contribute to the development of autonomous and critical students. Computational Thinking can be understood as the ability to solve problems logically and efficiently, using concepts from computer Science. The pillars of Computational Thinking are decomposition, pattern recognition, abstraction and algorithms. Plugged methodologies use educational software, such as Scratch, to teach programming concepts in a practical and interactive way. Unplugged methodologies use analog activities, without the use of computers, to develop Computational Thinking in environments with limited resources. The research was conducted at the IFBA Campus Jacobina, with students from the Computer Science Technician course integrated into High School and developed in the form of workshops, which also sought to present concepts relevant to computing, Computational Thinking and the course they were enrolling in. Plugged activities were organized and applied using Scratch for programming and unplugged activities such as the Treasure Hunt, aligned with the skills of the Computational axis of the National Common Curricular Base (BNCC). Data were collected through questionnaires, observation of classes and evaluation of projects developed by students. The results indicated that the combination of plugged and unplugged methodologies was effective in developing Computational Thinking, promoting skills such as logical reasoning, creativity, collaboration, autonomy and collaborative learning. In short, the integration of these methodologies can be seen as a relevant pedagogical strategy for teaching Computational Thinking, preparing students for the challenges of the digital Society