Criar e Jogar Para Programar: Jogos para o desenvolvimento do pensamento computacional na Educação Infantil
Data
2020-07-13
Autores
Marques, Viviane Cristina [UNIFESP]
Orientadores
Gamez, Luciano [UNIFESP]
Tipo
Trabalho de conclusão de curso de graduação
Título da Revista
ISSN da Revista
Título de Volume
Resumo
As tecnologias estão presentes em quase todos os aspectos de nossas vidas, mas a
educação, principalmente a Educação Infantil, não consegue acompanhar esse
caminho. A utilização constante de tecnologias em sala de aula não garante as
melhorias de ensino e aprendizagem, mas pode ser através das tecnologias que as
crianças encontrem as soluções para os mais diversos problemas. Neste sentido, o
Pensamento Computacional vem criando um objetivo educacional em resposta a
inovação tecnológica nas escolas, em diferentes países, como um conjunto de
competências para a resolução de problemas alinhadas às competências fundamentais
para o Século XXI. Para auxiliar a introdução ao Pensamento Computacional na
Educação Infantil, este trabalho consiste em apresentar o desenvolvimento de um
projeto de elaboração de jogos de tabuleiro para desenvolver Pensamento
Computacional na Educação Infantil, com o foco em atividades lúdicas, criativas e
acessíveis a todas as crianças, inclusive, as que frequentam as instituições
educacionais públicas. Na primeira etapa do trabalho, foi desenvolvida a análise
contextual da Educação Infantil e do Pensamento Computacional que resultou em uma
série de estratégias a serem adotadas para a elaboração dos jogos, destacando-se a
necessidade da criação de personas para o projeto. Na segunda etapa, foi realizado um
abrangente estudo sobre os elementos do design de games, buscando definir conceitos
e padrões adotados nesse segmento e no brincar da Educação Infantil. Por fim, foram
desenvolvidos dois jogos, o “Programando a Centopeia” e o “Caça aos Dragões”,
seguindo a triangulação de metodologias de Projetos, do Design Science Research e do
modelo ADDIE. Os resultados obtidos foram através de uma abordagem qualitativa de
pesquisa e quase experimental, pois não foi possível a aplicação nas escolas devido ao
isolamento social causado pela COVID-19, apresentam dados qualitativos e
informações que apontam para o desenvolvimento significativo do Pensamento
Computacional nas crianças da Educação Infantil.
Technologies are present in almost all aspects of our lives, but education, especially early childhood education, cannot keep up with this path. The constant use of technologies in the classroom does not guarantee improvements in teaching and learning, but it may be through technologies that children find solutions to the most diverse problems. In this sense, Computational Thinking has been creating an educational objective in response to technological innovation in schools in different countries as a set of skills for solving problems aligned with the fundamental skills for the 21st Century. To assist the introduction of Computational Thinking in Early Childhood Education, this work consists of presenting the development of a project for the development of board games for the development of Computational Thinking in Early Childhood Education, with a focus on playful, creative and accessible activities for all children. children, including those who attend public educational institutions. In the first stage of the work was developed contextual analysis of early childhood education and Computational Thinking that resulted in a series of strategies to be adopted in the preparation of the Games, highlighting the need to create personas for the project. In the second stage, a comprehensive study was carried out on the elements of game design, seeking to define concepts and standards adopted in this segment and in playing Early Childhood Education. Finally, two games were developed, “Programming the Centipede” and “Dragon Hunting”, following the triangulation of methodologies Project, Design Science Research and the ADDIE model. The results obtained through a qualitative and quasi-experimental approach, as it was not possible to apply them in schools due to the social isolation caused by COVID-19, present qualitative data and information that point to the significant development of Computational Thinking in kindergarten.
Technologies are present in almost all aspects of our lives, but education, especially early childhood education, cannot keep up with this path. The constant use of technologies in the classroom does not guarantee improvements in teaching and learning, but it may be through technologies that children find solutions to the most diverse problems. In this sense, Computational Thinking has been creating an educational objective in response to technological innovation in schools in different countries as a set of skills for solving problems aligned with the fundamental skills for the 21st Century. To assist the introduction of Computational Thinking in Early Childhood Education, this work consists of presenting the development of a project for the development of board games for the development of Computational Thinking in Early Childhood Education, with a focus on playful, creative and accessible activities for all children. children, including those who attend public educational institutions. In the first stage of the work was developed contextual analysis of early childhood education and Computational Thinking that resulted in a series of strategies to be adopted in the preparation of the Games, highlighting the need to create personas for the project. In the second stage, a comprehensive study was carried out on the elements of game design, seeking to define concepts and standards adopted in this segment and in playing Early Childhood Education. Finally, two games were developed, “Programming the Centipede” and “Dragon Hunting”, following the triangulation of methodologies Project, Design Science Research and the ADDIE model. The results obtained through a qualitative and quasi-experimental approach, as it was not possible to apply them in schools due to the social isolation caused by COVID-19, present qualitative data and information that point to the significant development of Computational Thinking in kindergarten.
Descrição
Citação
MARQUES, V. C. Criar e Jogar para Programar: Jogos para o desenvolvimento do pensamento computacional na Educação Infantil. São Paulo, 2020. 93 p. Trabalho de Conclusão de Curso (Curso Superior de Tecnologias em Design Educacional). Universidade Federal de São Paulo.