Pensamento computacional na matemática da educação básica: análise de livros didáticos dos anos finais do ensino fundamental

Abstract

Increasingly, the use of technologies is inserted in the context of the student and the school. In view of these advances, the National Common Curricular Base (BNCC) was published with the concern that skills necessary to understand and act in society are included in schools, a One of them is computational thinking. This work aims to analyze, from a theoretical point of view, the approach of constructionism and computational thinking in textbooks approved in the National Textbook Plan (PNLD) of 2024 for the area of Mathematics in the final years of Elementary School. The methodology used was documentary analysis defined by Bardin (2016) consisting of a qualitative comparison between mathematics textbooks from four collections, checking whether they contemplate the concept and skills of computational thinking provided for in the BNCC and the PNLD of 2024, for this purpose they are presented theoretical reflections on computational thinking and its pillars. The analyzed data is presented through figures and tables. From the analysis, it was found that in all collections there were elements that contribute to the development of computational thinking. In particular, weaknesses were identified, such as the lack of formal definition of computational thinking and pillars in student textbooks.