Unplugged computing for the development of computational thinking: a study with teachers from the Federal District

Abstract

In a world marked by connectivity, the inclusion of computational thinking (CT) through unplugged computing (UC) in pedagogical proposals can make learning even more effective. This research analyzed the possibilities and limitations of using UC in the development of CT by teachers in integrated secondary education in the Federal District. This is a qualitative, descriptive-analytical study, which used interviews and questionnaires based on six dimensions for data collection. The results revealed: broad diversity in educational backgrounds and a significant presence of professionals in the early stages of their careers; heterogeneous perceptions of UC; recognition of the approach as a valuable tool for democratizing education; half of the respondents have already used UC in their activities; the existence of various institutional, material, and training limitations; and, within the scope of professional education, its effectiveness in making learning more dynamic, but it still faces resistance.