Banca de DEFESA: CARLOS ARTUR SANTOS GUIMARÃES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : CARLOS ARTUR SANTOS GUIMARÃES
DATE: 26/08/2025
TIME: 14:00
LOCAL: Sala B206 do IMD e online: https://meet.google.com/emv-rcoj-bvx
TITLE:

INTEGRATING COMPUTATIONAL THINKING INTO THE CURRICULUM BY TEACHER TRAINING BASED ON DIGITAL GAME DEVELOPMENT

KEY WORDS:

Computational Thinking; Teacher Training; Digital Games; TPACK; Design Science Research; BNCC Computing.

PAGES: 150
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Computational Thinking (CT) is emerging as a transversal competency in the 21st century, requiring its effective integration into Brazilian basic education. However, current teacher training presents significant gaps in enabling teachers to implement CT pedagogically. This dissertation addresses this issue by developing and evaluating a CT teacher training program that uses digital games as a promising pedagogical tool for skill development, aligned with the National Common Curricular Base (BNCC), and specifically, its Computing Annex. Methodologically, the research employs a mixed approach, combining a systematic literature review (SLR) and the development of a teacher training program. SLR, following the Kitchenham and PRISMA protocols, analyzed studies published between 2014 and 2024, confirming the effectiveness of games in developing CT skills in various audiences. Design Science Research (DSR), in turn, guided the iterative development of the training, ensuring the creation of an innovative and empirically validated artifact. The TPACK (Technological Pedagogical Content Knowledge) model underpinned the training structure, integrating technological, pedagogical, and content knowledge. The training program, an integral part of the Rio Grande do Norte Computational Thinking Program (PENSA-RN), is structured in five sequential modules, totaling 60 hours. Its design aims for an integrated progression of the TPACK domains, using the creation of digital games as a central axis to promote an interdisciplinary and practical approach. The activities, focused on active and collaborative methodologies, encourage teachers to use tools such as Scratch to develop educational games that integrate PC concepts and curricular content. Preliminary results from the training implementation demonstrate the model's potential. Of an initial cohort of 225 participants, 155 did not access the virtual environment in the first week, highlighting initial challenges with engagement and familiarity with the platform. The implementation of a model comprising a researcher and three dedicated tutors, with two webinars per week, and communication via WhatsApp (including a collaborative support group) was crucial. In the third week, the number of non-accesses dropped to 68, indicating a significant improvement in engagement. This experience underscores the importance of providing continuous and adaptive support to overcome technical and pedagogical challenges. Thus, the training empowers teachers to update their pedagogical practices, integrate PC in an interdisciplinary way, develop essential technical skills, and create educational digital games. Consequently, it is expected to improve students' problem-solving, critical thinking, creativity, and engagement skills, preparing them for the challenges of a digitalized world. The research contributes to a sustainable and low-cost model, using free solutions, for PC teacher training in Brazil.

COMMITTEE MEMBERS:
Presidente - 2978747 - CHARLES ANDRYE GALVAO MADEIRA
Interno - ***.503.654-** - KLEBER TAVARES FERNANDES - UFERSA
Externo ao Programa - 1671962 - EDUARDO HENRIQUE DA SILVA ARANHA - UFRNExterno à Instituição - RODRIGO LINS RODRIGUES - UFRPE