Atividades desplugadas na formação de professores do atendimento educacional especializado: o pensamento computacional no contexto inclusivo

Abstract

This research aimed to analyze the contributions of Computer Science Unplugged activities to the development of Computational Thinking by teachers from the Specialized Educational Service (SES). For this purpose, a remote training course named “Computational Thinking and Inclusion” was developed and applied, aimed at SES' teachers, which had as a methodological approach the formative research (GUZMÁN and LY, 2017; GÓMEZ, 2007), in view of promoting development of Computational Thinking for problem solving. Computational Thinking is conceived as a set of essential skills for 21st century citizens and is based on the theoretical contributions that substantiate Mathematics, Engineering and Computer Science (WING, 2006, 2008 2011, 2016; RIBEIRO, FOSS and CAVALHEIRO, 2017). Given the nature of theteacher training to promote inclusive education in this research, we opted to carry out Computer Science Unplugged activities (BELL; WITTEN and FELLOWS, 2015; BRACKMANN, 2013), since this approach proved to be the most democratic and accessible for application by teachers and students in different spaces with different technological infrastructures at their disposal. Inclusive education is understood as the transformation of education and traditional school spaces into practices and actions that enable the effective participation, learning and social inclusion of students with disabilities (BRASIL, 1994, 1996, 2008, 2012, 2014; GUIJARRO, 2005; MANTOAN, 2003). This research is characterized as applied research (SILVEIRA and CÓRDOVA, 2009) of an interpretive paradigm, considering that during the analysis, meaning was attributed to the observed facts during the application of the training course. The research corpus were 4 teachers from SS. The study of the state of the art was carried out through a literature review. Data collection with the research subjects was performed using electronic forms and records of the teachers' solution to the proposed problems and they were sent through Google Classroom. The literature review pointed to a deficit, in Brazil, of research that addresses or promotes teacher education for the development of Computational Thinking from the perspective of inclusive education. From the records sent by the teachers, the training profile of these teachers was analyzed, the previous knowledge about Computational Thinking, and the impacts that the training had on the development and understanding about Computational Thinking. With that, it was possible to observe that the Unplugged Computing activities, combined with the formative research approach, corroborated for the development of Computational Thinking skills in teacher education from the perspective of inclusive education.