PENSAMENTO COMPUTACIONAL E FORMAÇÃO DOCENTE

UM ESTADO DO CONHECIMENTO PRECURSOR PARA O USO DA INTELIGÊNCIA ARTIFICIAL

Abstract

In an information and knowledge society, there is a need to reflect on initial and continuing teacher training about Computational Thinking, especially for mathematics teachers who may work in different types of education, including Professional Education. In addition, its association with AI and the difficulty in programming and visualizing problems in a structural way on the part of teachers, as well as the lack of a clear definition on the part of the documents, are characterized as a favorable scenario for research on the subject. In view of the above, the objective of this research is: to analyze the research carried out about Computational Thinking and Teacher Training that is published and available in the Capes Theses & Dissertations Catalog, referring to the period from 2014 to 2024. This is an excerpt from a dissertation that is being developed in a Postgraduate Program in Science Teaching, and is associated with the research line Curriculum, Assessment and Training of Teachers in Basic Education and Higher Education. The methodology used consists of a qualitative approach, of a bibliographic nature, in which the state of knowledge is configured as a procedure for mapping data, based on the investigation of the research present in the Capes Catalog of Theses and Dissertations. The research corpus was composed of 20 works, including theses and dissertations. Data analysis was performed using the content analysis technique, in which some categories of analysis that were highlighted were explored. One of the categories of analysis that emerged referred to the focus of the work on training or teaching, and of the 20 research, 10 of them were categorized as teaching and 10 of them as training. It is noted that the teaching category is a pioneer in this research and the training category emerges driven by legislation that now focuses on training (National Common Curricular Base of 2018, CNE/CP Resolution No. 2, of December 20, 2019, CNE/CP Resolution No. 1, of October 27, 2020, the National Common Curricular Base – Complement (Computing) of 2022 and CNE/CP Resolution No. 4, of May 24, 2024). Another issue that was treated as a category of analysis was the search for current theoretical references on the theme of computational thinking and teacher training, and the present research provided good contributions. The entire research survey, analyzing trends and understanding the period discussed, allowed the visualization of a historical panorama, which allowed reflecting relevant inferences correlating the emergence of driving facts to the study proposed by this work. Finally, this research allowed a holistic and more in-depth view of the research scenario regarding the topics already mentioned and shows that the field of study has the potential to be further explored by future research.