Barreiras e desafios na implementação do pensamento computacional e da computação desplugada em ambientes de ensino público: uma revisão sistemática da literatura

Abstract

This monographic work proposes a systematic review of the literature to investigate the barriers and challenges faced by teachers and students in the implementation of Computational Thinking and Unplugged Computing in public school environments in Brazil, being related to the keywords: Computational Thinking and Unplugged Computing, the importance of these approaches in the current educational scenario is contextualized. The relevance of Computational Thinking in the development of cognitive skills, logical reasoning and problem solving stands out, as well as the inclusion of Unplugged Computing as a strategy to make these concepts accessible to different realities, regardless of the available technological infrastructure. By offering insights into strategies to overcome such challenges, this study aims to contribute to improving the implementation of skills in public primary and secondary education networks. It is suggested that continuing training programs for teachers be promoted, the development of appropriate teaching materials, the creation of partnerships with institutions that can provide technical support and the promotion of flexible approaches that allow the adaptation of these concepts to the particularities of each educational environment. Through this RSL (systematic literature review), we seek to consolidate existing knowledge, offering subsidies to improve pedagogical practices through the introduction of computer sciences, aiming to prepare teachers and students for the challenges and opportunities of the digital world, promoting a more comprehensive education. inclusive and aligned with contemporary demands.