Ferramentas para ensino do pensamento computacional no Brasil: uma revisão sistemática

Abstract

This work presents a systematic review aiming to identify the main tools used in teaching Computational Thinking (CT) at different education levels in schools in Brazil, starting from 2016. For this purpose, 45 articles from the digital library of the Brazilian Computer Society were selected for quantitative and qualitative analyses. Quantitative analyses allowed mapping the types of tools and their use, considering region, education level, age group, and audience. The qualitative analysis aimed to textually process the conclusions of the articles, classifying the results and remarks on the use of various tools for teaching Computational Thinking. The content analysis of the conclusions was conducted using the IRaMuTeQ software, resulting in a descending hierarchical classification of the terms, categorizing them into five thematic classes: (i) outreach and inclusion actions with CT aimed at the community; (ii) importance of assimilating CT concepts; (iii) suitable tools and platforms for CT teaching; (iv) reports and experiences with children and games; and (v) relevance of CT learning in elementary education.