Aliando a computação desplugada e a matemática para uma aprendizagem criativa: um estudo propositivo

Abstract

With the emergence of digital technologies, new skills are essential for living in an increasingly globalized society. Thus, schools play a crucial role in enabling students to develop these skills and prepare to integrate into this society. In this context, many public policies are being developed, and new approaches can be applied in the classroom, leading schools and teachers to constantly reinvent themselves in order to keep up with ongoing changes. From this perspective arises the Creative Learning approach, which proposes that students engage in Projects, together with their Peers, motivated by their Passions, and allows them to Play while Thinking. These are the "4 Ps" of Creative Learning—the guiding principles for nurturing a creative thinker. Based on this context, the general objective of this research is to develop and evaluate unplugged computing activities grounded in the principles of Creative Learning, involving content related to fractions and addressing the skills required in the 5th grade of Elementary School. To this end, a preliminary review was conducted to identify studies that implemented Creative Learning initiatives combined with unplugged computing concepts in mathematics lessons. Subsequently, a theoretical study was developed on the theories of Creative Learning, Constructivism, and Constructionism, which served as the foundation for the creation of the projects. The following section presents the proposal of three projects for the 5th grade that combine unplugged computing concepts and Creative Learning with the content of fractions to enhance students' understanding of the subject. Finally, one of the projects was evaluated through a questionnaire voluntarily answered by teachers who are part of the Brazilian Creative Learning Network (RBAC). The results were positive, as they showed that the evaluated project is accessible and effectively uses the Creative Learning approach. Ultimately, the study demonstrates that the designed project has great potential to support the teaching of fractions. Furthermore, the proposals apply the Creative Learning approach to provide hands-on experiences that allow students to develop their skills as creative thinkers. It is hoped that this work serves as an inspiration for teachers who seek to offer diverse learning experiences to their students.