Letramento computacional e aprendizagem criativa : saberes docentes em movimento para a atuação na educação básica

Abstract

This study addresses the continuing education of Basic Education teachers, focusing on the integration of Computational Literacy and Computational Thinking, combined with Creative Learning, as strategies to meet the demands of contemporary society increasingly influenced by digital technologies. The research was guided by the following question: how can the concept of Computational Literacy contribute to the movement of knowledge in the continuing education of Basic Education teachers within the context of Creative Learning? The main objective was to propose processes for continuing teacher education, grounded in Creative Learning, with technologies as meaningful components of the learning process. The theoretical framework was built by articulating the concepts of Computational Literacy, Computational Thinking, and Creative Learning, anchored in references such as Vygotsky?s socio-interactionist theory and Papert?s constructionism. The intersections between innovative pedagogical practices and teacher education were also explored, emphasizing the teacher's role as a mediator, researcher, and facilitator of learning in environments that integrate technology and creativity. The methodology adopted a qualitative approach with cartographic inspiration, positioning the researcher as an implicated subject in the process. Data were generated through a 30-hour workshop inspired by Creative Learning, focusing on introducing Computational Literacy and using both digital and unplugged technologies. The data corpus was analyzed in light of the theoretical references, aiming to identify patterns, challenges, and potentialities that emerged during the workshop, mapping the process of the subjects involved. The results indicate that, although the workshop fostered significant reflections among the participating teachers, a 30-hour training period proved insufficient to initiate comprehension processes about Computational Literacy, especially for those without prior familiarity with Computational Thinking. Additionally, the need for gradual and continuous integration of these concepts throughout Basic Education was highlighted, aiming to prepare individuals early on to understand and apply related skills. Creative Educational Spaces emerged as dynamic environments with potential for experimentation, fostering students' creativity and autonomy, although they rely on the teacher's intentionality and mediation. This study proposes processes for continuing teacher education, highlighting Computational Literacy as an essential competence in contemporary teacher training and pedagogical practice, enabling the development of critical, creative, and reflective skills in an increasingly digital world. Grounded in the theoretical framework, the study demonstrates how Computational Literacy transcends digital literacy by promoting autonomy, authorship, and collaboration through innovative pedagogical practices and meaningful experiences. When mediated by the teacher in creative and interdisciplinary spaces, these practices encourage the integration of Computational Thinking and Creative Learning into everyday school life. The research also suggests the structured inclusion of these practices in initial and continuing teacher education, contributing to an education better aligned with 21st-century demands. [resumo fornecido pelo autor]