Pensamento computacional em ação: impactos na formação continuada para a educação especial

Abstract

This study presents the results of research carried out in the Scientific Initiation Program (PIBIC), which explored the application of Computational Thinking, by means of Interdisciplinary Unplugged Computing, in the continuing education of Special Education teachers. The proposal sought to offer teachers tools for creating innovative and inclusive pedagogical practices, without the need for digital technological resources. The training was conducted with teachers from the public school network of Maceió - Alagoas, based on practical activities and theoretical discussions centered on the pillars of Computational Thinking: decomposition, pattern recognition, abstraction, and algorithms. The methodological choice was grounded in a qualitative and interpretive approach, using as instruments the administration of diagnostic tests and, at the conclusion of the training, in addition to the recording of teachers’ reflective narratives. The analyzed data show advances in the performance of the 13 participants, especially in algorithmic clarity, in the identification of patterns, and in the logical justification of actions. The narratives reinforced the relevance of Interdisciplinary Unplugged Computing as an accessible and effective strategy for promoting inclusive and participatory education. The results confirm the feasibility of the proposal and point to promising paths for the insertion of Computational Thinking in Special Education, even in contexts with limited infrastructure, such as the locus of the research.