O Pensamento Computacional na educação em Ciências: uma experiência com Professores de educação Básica da região Oeste do Paraná.

Abstract

Science Teaching (ST) is a dynamic field, constantly influenced by scientific and technological advances, especially digital ones. Computational Thinking (CT), in turn, can contribute to a deeper understanding of these advances. In this research, the integration of CT in ST is analyzed through a training course entitled “Computational Thinking in Science Teaching”, linked to an extension project and carried out with a group of Basic ducation teachers from the western region of Paraná. During the course, plugged and unplugged activities were developed, in which CT was linked to ST. The methodology, of a qualitative nature, with exploratory and descriptive characteristics, was constituted from questionnaires, audiovisual recordings and field diaries. The analysis, based on ctor-Network Theory, evidenced the formation of dynamic sociotechnical networks during the different Moments of the course, composed of groupings of human and non-human actants, classified as intermediaries and mediators. The groupings were analyzed and the mediating actants classified as strong or weak, depending on their capacity to mobilize agents and network resources. The results indicated that many participants had little or no familiarity with the concept of CT, and even among those familiar with the topic, responses were limited in the articulation of CT with ST. In this sense, the theoretical and practical activities developed during the course contributed to broadening participants' understanding of CT, highlighting its potential to enrich pedagogical practices. Regarding the implementation of CT in the schools where they operate, a significant variation was observed, with some developing consistent practices even before the publication of the 2022 BNCC Complement, which deals with teaching CT. However, even in these institutions, integration with ST proved to be timid and limited to specific actions. The analysis of the sociotechnical networks revealed mediating groupings, with emphasis on those of a dynamic character, such as the actants Audiovisual Recordings, Theoretical-Practical Activities, Conversations and Discussions, Speakers, some Participants, Unplugged Activities and the Concepts and Pillars of Computational Thinking articulated with Science Teaching. These mediators showed robust associations, independent of the number of interactions. On the other hand, weak mediators, such as some Participants and the Virtual Learning Environment, established more fragile interactions, due to their lower capacity to promote consistent translations. Finally, the research data indicate the need for greater institutional support, adequate infrastructure and the regular provision of continuing education. Such conditions are essential for the effective implementation of CT in different school contexts, especially in ST.