O Scratch no contexto escolar e suas contribuições às funções executivas

Abstract

This study aims to investigate the implications of using the Scratch programming environment on the development of executive functions in students enrolled in the final grades of elementary school. The research is based on a theoretical-methodological approach that explores aspects of Neuroscience applied to education, particularly the concept of Executive Functions, based on studies by Maia (2012), Gazzaniga (2006), Cosenza and Guerra (2011), and on principles of computational thinking by Seymour Papert (2007). The research was carried out with seven participants aged between ten and sixteen years old, over the course of five weeks. To evaluate the impact of programming on the development of Executive Functions, an evaluation protocol was drawn up using the Tower of London Test, Trails Test and Cancellation Attention Test as a data collection instrument, based on research by Dias and Seabra. (2013), these tests assess skills such as planning, attention and cognitive flexibility. This study adopts a qualitative approach of an applied nature, being conducted in the school environment. As a result of this work, an educational resource known as a "box book" was developed, which is the educational product of the research. This material consists of ten cards that are programming challenges to be executed on the Scratch platform. Each card presents a specific challenge, offers tips on the programming blocks to use and, on the back, highlights the Executive Function skills involved in solving each challenge. The educational product was applied throughout the research and the final objective was to provide teachers with a playful-pedagogical tool to enrich their teaching practices with Scratch in the school context. Furthermore, it stimulated the development of skills related to Executive Functions in students, preparing them to face cognitive challenges more effectively. The research results showed that carrying out programming activities in the school context contributed positively to the development of the executive skills of the research participants. This study contributes not only to the understanding of the impact of programming on students' cognitive development, but also offers a practical solution for integrating Scratch into education, promoting a more dynamic and enriching learning environment.