Pensamento computacional nas aulas de Língua Portuguesa do Ensino Fundamental I: possibilidades para a prática da leitura e da escrita em sala de aula

Abstract

Computational Thinking is a skill that aims to improve problem-solving, teamwork, and the organization of ideas in texts, with the purpose of making them clear and objective, allowing both humans and machines to understand them. In addition to enhancing the use of technological resources through activities that employ electronic devices (computers, tablets, mobile phones), it can also be taught and learned without using these resources, through unplugged activities such as board games and building blocks. We ask ourselves how Computational Thinking (CT) can assist in the implementation and practice of reading and writing, to enhance students' comprehension and interpretation skills of different discourse genres in the classroom. The main objective is to implement literacy practices allied to the use of CT in Portuguese Language classes for 3rd-year Primary Education students, aiming to develop multimodal approaches through the design of a Didactic Unit based on CT. The research is based on the theory of multiliteracies by Rojo (2012, 2015, 2019); on Computational Thinking, according to Brackmann (2017) and Raabe (2017, 2020); on studies of language and literacy, according to Marcuschi (2002, 2005), Bakhtin (2011), Soares (1990, 2004, 2009, 2020); and on reading education, Cagliari (1994, 1998) and Fleck (2020), among others. Thus, we investigate the use of various textualities in the classroom, considering different contemporary multimodal means. This is a literature review as well as an action research, involving the development of strategies to address shortcomings in the instructional proposals found in textbooks and the need to enhance reading and writing practices with students. The design and implementation of the Didactic Unit — composed of reading, writing, comprehension, and text production activities, both oral and written — carried out over 30 class hours, enabled students to participate in individual and group activities, pedagogical games, and tasks mediated by the use of digital tools. We aimed to promote understanding of the connections between Computational Thinking, injunctive texts, and the multimodality present in these textualities. The research aimed to foster understanding of the relationship between Computational Thinking, injunctive texts, and the multimodality inherent in such textualities. Students read, produced, and interacted with texts across multiple media and platforms. In doing so, available technological resources were meaningfully integrated into the teaching process through playful, pedagogically oriented activities. As a result, students developed key competencies in reading, writing, interpretation, problem-solving, critical discussion, and appreciation of their own textual productions. The thematic coherence of the unit’s activities contributed to the progressive development of their literacy skills. Ultimately, this study underscores the value of Computational Thinking in expanding the knowledge base and learning experiences of students in the early years of Primary Education.