O PENSAMENTO COMPUTACIONAL NA EDUCAÇÃO BÁSICA: PERCEPÇÕES DE DOCENTES DO VALE DE SÃO PATRÍCIO - GOIÁS

Abstract

The teaching of Computation in Basic Education has acquired growing relevance, especially when considered in the context of schools that implement innovative pedagogical approaches, promoting interdisciplinarity with Information Technology. This scenario reflects a trend of integrating computational skills into the school curriculum, not only as a way to prepare students for contemporary technological demands but also as a means to enhance cognitive, social, and emotional competencies. In this context, Computational Thinking (CT) emerges as a significant concept. It is a problem-solving methodology that teaches how to divide challenges into smaller parts (decomposition), identify trends (pattern recognition), focus on what is essential (abstraction), and create step-by-step sequences for a solution (algorithms), serving as a basis for the development of logical reasoning and critical thinking. Furthermore, CT stands out for its ability to go beyond traditional disciplines, offering tools and methodologies applicable to diverse areas of knowledge. From this perspective, this undergraduate thesis has as its main objective to investigate the perceptions of Basic Education teachers in the Vale do São Patrício regarding the application of CT in their pedagogical practices. It seeks to understand how these teachers interpret the concept, how they perceive its relevance to the educational context, and what challenges and opportunities they identify for its implementation in the school routine. The results indicate a perception marked by a paradox: although teachers unanimously recognize the pedagogical value of CT for engagement and the development of logical reasoning, effective practice is severely limited by structural barriers, such as the lack of technological resources, and by the insufficiency of initial training. Finally, the investigation concludes that the integration of CT, beyond legal mandates, depends on robust investments in continuing education and institutional support to overcome resistance and the lack of infrastructure.