Pensamento computacional e atividade de programação: perspectivas para o ensino da matemática

Abstract

Through a bibliographic/documentary research, a theoretical study was carried out to discuss issues related to computational thinking developed from the proposal of programming activities in basic education schools. For this discussion, we brought some researchers' perspectives on the concept of computational thinking, and, with a brief historical review, we sought to establish relationships between the assumptions present in this type of reasoning and the fundamentals of constructionism, as described by Papert. In the face of such an analysis, we aimed to identify in the official documents of the National Common Curricular Base (BNCC) in the Mathematics area evidence of indications of the development of skills related to computational reasoning, the latter being noted in programming activities. The concern with offering basic education students experiences that favour problem-solving involving logical abstraction and data representation, besides concepts of a programming language to implement algorithms written in current and/or mathematics language, shows that there is a focus on the development of such skills.

Keywords: Constructionism. Problem-solving. Algorithm. Logical reasoning. Computational thinking. National Common Curricular Base.