Micromundos no Scratch: uma estratégia para promover a aprendizagem de conceitos de programação nos anos iniciais do ensino fundamental

Abstract

Promoting concepts of computer programming for students of Basic Education has been something quite discussed in the academic world. Historically, there have been records of discussions since the 1960s when Seymour Papert created the Logo programming language. Recently the programming language Scratch is being one of the great protagonists of the development of the concepts of computer science in Basic Education. The objective of this work is to discuss the potential of the microworld learning resource applied to Scratch as a facilitator in the process of developing / learning programming concepts for students of the Elementary School literacy cycle of municipal schools in São Paulo. The present work is theoretical in nature. As methodological procedures, a bibliographic research was adopted based on books, scientific periodicals, dissertations and theses, following an ordered set of procedures described by Lima and Mioto (2007). The data analysis showed that the use of microworlds created in Scratch to develop concepts of computer science for students of the third year of the literacy cycle of the Municipal Network of Education of São Paulo is fully plausible, considering the characteristics of playfulness and proposition problems, as well as the promotion of active learning methodologies. These characteristics are present in the documents published by the Municipal Department of Education of São Paulo: Curriculum of Technologies for Learning and in the Curriculum of the City. We suggest the development of more research in the practical scope, involving the concept of using the microworld in Scratch to broaden the discussion about the use of this tool and what potential it can achieve.