Um retrato do entendimento dos professores dos Institutos Federais sobre Pensamento Computacional

Abstract

Although Computational Thinking (CT) is increasingly researched in the context of education, there are still few studies that investigate teachers’ views on the subject. Furthermore, the few studies addressing the topic are limited to qualitative approaches with small groups of teachers. In order to face this challenge and identify the teachers’ perception about CT, we conducted a quantitative study involving teachers from all regions of Brazil. Through the study, we mapped the software and pedagogical practices that promote skills associated with the theme and identified that only 36% of respondents know the concepts related to the CT, suggesting that the theme and related skills are still little known.