Pensamento computacional na formação docente - revisão sistemática da literatura

Abstract

In 2018, the National Common Curricular Base, a document that guides the curricula of Basic Education in Brazil, began to include the teaching of Computing, providing students with the development of essential skills, such as Computational Thinking. This skill, which allows students to analyze and solve problems in a structured and logical way, was included in the National Common Curricular Base as one of the competencies to be developed throughout their school career. To this end, it is necessary for teachers to be prepared to develop this skill in the classroom. Thus, this research aims to analyze how the development of Computational Thinking has been addressed during teacher training. The methodology used to carry out this work consists of a Systematic Literature Review, with the Digital Library of the Brazilian Computer Society SBC-OpenLib used as the database. The results obtained with this research reveal that the development of Computational Thinking in teacher training occurs, in most cases, through continuing education programs, such as courses and workshops. It was possible to identify challenges faced during the training, such as the lack of investment in computational resources in schools. In addition, it is clear that the development of Computational Thinking is more concentrated in the Northeast region, highlighting the need for an expansion of teacher training initiatives to other regions of the country.