Banca de DEFESA: RENATA LARISSA DE PAIVA FERREIRA

PRESCHOOL CHILDREN: REVELATIONS ABOUT EXPERIENCES INVOLVING COMPUTATIONAL THINKING

Keywords: Listening. Participation. Children. Computational Thinking. BNCC.

Recently, children have taken a leading role in research, becoming part of the investigation through their active participation. However, when it comes to public policy, children are still hardly heard. Thus, after learning about the recently approved Complementary Document to the BNCC (2022), the desire to carry out this research intensified. It aims to clarify how the pedagogical proposals outlined in the computational thinking axis of the complementary document to the BNCC, which deals with the inclusion of computing in the basic education curriculum, impact on the learning and development of children in Early Childhood Education. Thus, the aim of this research is to investigate the contributions of the pedagogical proposals set out in the computational thinking axis of the complementary document to the BNCC, based on the perspectives and meanings that children attribute to the practices developed with them. To this end, the aim is to diagnose which studies have been carried out on the development of Computational Thinking (CP) among children in Early Childhood Education in Brazil; to implement the pedagogical proposals set out in the complementary document to the BNCC - Early Childhood Education, in the CP axis in a pre-school class; to carry out a sensitive and attentive "listening" to the children about their experiences based on the proposals related to CP; to analyze the meanings attributed by the children to the experiences carried out. Understanding that computing and digital technologies are increasingly present in the lives of children and their families, together with the institution, we designed a space to build possibilities for experiences involving different languages. As theoretical support, we have: Dahlberg; Moss; Pence (2019), Fochi & Vasconcelos (2016), Cruz (2008), Kramer et al. (2019) Rinaldi (1999; 2012), Malaguzzi (1999) who help us understand children as social actors, subjects with rights, participation and voices. To discuss the concept of curriculum, we used Faria & Salles (2012), the DCNEI (2009), the BNCC (2017), and the Rio Grande do Norte Curriculum Document for Early Childhood Education (2018), and to discuss computational thinking, we used specific references from the SBC area (2019), CIEB (2020), Valente (2016); Wing (2006; 2011), Brackmann (2017). For the development of this research, we will use the case study method. The data will be collected using documents, audio, photographs, videos, a field diary, participant observation and semi-structured group interviews with the children. To analyze the data, we will use Textual Discourse Analysis. The research is being carried out in a level six class at a public school in Parnamirim-RN. The implementation of the proposals, sensitive listening to the children and analysis of their conceptions will make up the research analysis material which will allow us, as one of the possible results, to understand the relevance of the BNCC Complementary Document with regard to the CP axis from the children's point of view. As a technical product, we will hold a workshop with the teachers at the institution where the research is being carried out, in order to present possibilities for using the space built at the school to develop both plugged-in and unplugged activities