PC_Edu: proposta de recurso educacional digital para formação continuada de professores em pensamento computacional

Abstract

This research developed and validated a digital educational resource (RED) aimed at the continuing education of basic education teachers in computational thinking (CT), with the main objective of improving pedagogical practices on this topic and contributing to the systematization of its paradigms, as established by the guidelines of the National Common Curricular Base (BNCC). The literature review included relevant productions on teacher training in CT, with emphasis on works found in the Mendeley, CAPES and Google Scholar databases, in addition to publications presented at the CBIE, SBIE and WIE events. These studies highlighted the need for training actions and accessible resources that help teachers understand and apply CT. The methodology adopted was descriptive and qualitative-quantitative in nature, anchored in the Design Thinking strategy, applied in five stages: empathy, definition, ideation, prototyping and testing. Data collection and analysis were carried out through three questionnaires distributed at different stages of the research, using the Google Forms platform. The first questionnaire assessed teachers’ prior knowledge of PC, revealing conceptual and practical gaps. The second questionnaire was applied during a face-to-face workshop and showed the demand for a digital resource on the subject, resulting in the design of the RED prototype called PC_Edu. The third questionnaire aimed to validate the design of the resource, allowing the assessment of its applicability and acceptance in the educational context. The usability analysis of PC_Edu was performed based on the System Usability Scale (SUS) method, recognized for its effectiveness in measuring user experience. The results demonstrated good acceptance by teachers, confirming the relevance of the resource for training and pedagogical purposes. It is concluded that PC_Edu has significant potential to contribute to the continuing education of teachers and to the qualified insertion of Computational Thinking in pedagogical practices in basic education. The research also highlights the importance of developing educational resources aligned with curricular guidelines and the real demands of educators, promoting more contextualized, accessible and innovative training.