METODOLOGIAS ATIVAS NO ENSINO INTEGRADO: PENSAMENTO COMPUTACIONAL COMO METODOLOGIA DE ENSINO DE LÓGICA COMPUTACIONAL

Abstract

Based on the investigation about how the computational thinking as an active teaching methodology for the introduction to computational logic contributes to the students integral formation in a class of technical education in computer science integrated to high school on a campus of the Federal Institute in the interior of the state of Goiás, this research proposed to identify how a didactic sequence based on computational thinking can suit as an active teaching methodology of introduction to computational logic and its possible contributions with the integral formation of students of a class of technical education of computer science integrated to high school in a federal institution of education in the interior of Goiás state. We opted for research with a qualitative approach, exploratory objective and action research procedure to evaluate the results of that didactic sequence as an educational product that started with methodologically active problem solving activities and ended with the application of an academic instrument. The results of the research were achieved through statistical descriptions and content analysis and indicated that computational thinking as an active methodology for teaching an introduction to computational logic contributes to integral education, by promoting, among students, the appropriation of the processes of decomposition, abstraction, and pattern recognition. The results also indicated, in a context of integral formation, the potential of the methodology to promote a more human and egalitarian education by reducing eventual differences in knowledge and performance among students.