Proposta de pensamento computacional com sequência didática: uso em aulas de português do IFMS Campo Grande/MS

Abstract

This article presents a proposal that integrates didactic sequencing with computational thinking in the teaching of Portuguese, aiming to enhance students' cognitive, linguistic, and problem-solving skills. The primary objective of this study is to provide a theoretical and reflective analysis of how the articulation of these approaches can foster meaningful and interdisciplinary learning, aligned with the guidelines of the BNCC (Brazilian National Common Curricular Base). The proposed methodology is qualitative in nature, developed through a bibliographic review and documentary analysis for application in Portuguese language instruction.The discussion of the findings highlights integration strategies demonstrating how these approaches can contribute to student engagement, improving their reading, writing, and problem-solving competencies. The literature review underscores the relevance of the methodological proposal to be adopted. Based on the conducted study, it is concluded that the use of didactic sequencing combined with computational thinking enables a more dynamic and meaningful learning process, suggesting its expansion to various educational contexts. The importance of teacher training for the effective implementation of this strategy is also emphasized. Thus, this research contributes to pedagogical innovation in Portuguese language teaching, providing insights for the implementation of new didactic strategies. Future research is encouraged to further explore the impact of this approach across different age groups and educational levels.