Pensamento computacional no ensino fundamental I: prática pedagógica com programação em blocos e robótica no contexto do PIBID.

Abstract

This study analyzes the contributions of educational robotics and block-based programming to the development of computational thinking among students in the early years of Elementary Education, within the context of the Institutional Teaching Initiation Scholarship Program (PIBID). The study was conducted at Prado Valadares Municipal School, in Santo Amaro, Bahia, through pedagogical interventions using tools such as Scratch, ScratchJr, Code.org, Run Marco, and Lightbot. A descriptive qualitative approach was adopted, with data collected through observations, field notes, student productions, and photographic records. The interpretive analysis considered skills such as logical sequencing, decomposition, algorithm construction, and debugging. The results indicate progressive development of these skills, along with increased student autonomy, engagement, and participation. The findings demonstrate that the use of digital technologies combined with active learning methodologies promotes meaningful learning and logical reasoning, in alignment with the guidelines of the Brazilian National Common Curricular Base (BNCC) and teacher education.