Pensamento computacional estimulado pela computação desplugada e aprendizagem criativa

Abstract

Computer science education has become a mandatory subject in Brazilian curricula, and as a result, Computational Thinking is gaining increasing relevance in school settings. However, its effective implementation still faces challenges, especially in the early years of elementary education, where the lack of technological resources and teacher training demands accessible, creative, and meaningful pedagogical approaches. In this context, this study aimed to analyze the application, development, and assessment of the introduction of Computational Thinking through Unplugged Computing, combined with Creative Learning, within a didactic sequence. This qualitative, exploratory research was conducted with a class of 21 fourth­grade students from a public municipal school in Ponta Grossa, Paraná, Brazil. The methodology involved the implementation of a six­lesson didactic sequence, each lasting 1 hour and 30 minutes, with activities designed to integrate the pillars of Computational Thinking (decomposition, pattern recognition, abstraction, and algorithms) with the principles of Creative Learning (projects, peers, play, and passion). Activities included message decoding, Pixel Art, visual storytelling with Tangram, paper folding, the Marshmallow Challenge, and the Robot Challenge. Data were collected through the researcher‘s field diary, records of student productions, and the educational product developed: the Creative Learning Equalizer aligned with the four pillars of Computational Thinking. This tool allowed students to self­assess the skills developed throughout the sequence. Data analysis was carried out through Discursive Textual Analysis (Moraes & Galiazzi, 2016), in articulation with source triangulation (field journal, students‘ productions, and Equalizer records), which allowed the emergence of three categories: (1) Learning of the Computational Thinking pillars; (2) Expressions of Creative Learning; and (3) Perceptions, challenges, and self­assessment of learning. The results indicate that the adopted approach fostered a playful, inclusive, and meaningful environment for learning Computational Thinking concepts. Students demonstrated understanding of CT pillars and developed skills such as problem­solving, creativity, active listening, and teamwork. The self­assessment revealed high engagement and awareness of individual progress and challenges. Despite some difficulties, such as the need for mediation to promote peer listening and support in more complex activities, these were overcome through collaborative strategies. It is concluded that Unplugged Computing, combined with Creative Learning, is an effective approach for introducing Computational Thinking in the early years of elementary education, especially i n contexts with limited technological resources. The Equalizer proved to be a valuable formative assessment tool, supporting a more meaningful, equitable, and studentcentered educational process.