Da ideia ao jogo digital: uma proposta de integração curricular no itinerário técnico e profissional do novo ensino médio

Abstract

The high school reform established the Professional and Technological Education (EPT) Pathway, which must integrate with the Basic General Education (FGB), as outlined in the National Common Curricular Base (BNCC), to ensure the comprehensive education of students by developing the skills and competencies required for the 21st century. Among these skills, those related to Computational Thinking (CT) are highlighted as essential, as they assist in solving complex problems through the creation of educational digital games. That said, this research was guided by the following problem: Does the creation of educational digital games in an elective subject in the new high school foster the integration between FGB and the technical and professional pathway, stimulating the development of CT in students? Thus, the general objective of this research was to analyze the development of CT in students of the new high school, integrated with professional education, through the creation of educational digital games that reflect their professional practice to stimulate the development of the competencies required for the 21st century. The specific objectives were: i) to conduct a systematic literature review to identify the tools, contributions, difficulties, duration, and contexts of CT development activities in high school and new high school students; ii) to plan, implement, and evaluate an elective course focused on CT development in new high school students through the creation of educational digital games; iii) to analyze the development of CT skills in students after the course. The exploratory research is applied in nature, using action research methodology and a qualitative-quantitative assessment approach, utilizing game-based learning for the creation of a didactic sequence. Data collection involved questionnaires, logbooks, evaluations using Bebras questions, and analysis of the games produced with the Dr. Scratch tool. The participating students are from a public school in the second year of the work safety course, integrated and linked to high school. The results showed: the development of digital competencies; the acquisition of creative, critical, innovative, and investigative skills, through identifying problems in their professional field; and the construction of an educational digital game. By the end of the didactic sequence, fifteen educational digital games were produced, which, according to the evaluation of the school community, effectively propose solutions to problems in the professional field and integrate basic general education with the technical and professional pathway. Additionally, the assessments conducted with Bebras questions indicate an increase in all computational thinking skills. This research produced an educational product: a didactic sequence with eight lessons for creating mini-games on the Scratch platform and the game design model used for creating professional educational games. It is hoped that these products will be used by educational networks to promote curriculum integration and stimulate the development of the competencies required for the 21st century.