Educação e Tecnologia no Interior da Amazônia: o pensamento computacional e as tecnologias da informação e comunicação como auxílio em processos de ensino-aprendizagem

Abstract

This work aims to investigate the discussion about Computational Thinking in the Amazonian context, more precisely in the western region of Pará (Santarém municipality), with the help of information and communication technologies, applied to the teaching of mathematics in basic education. In order to do so, it presented a little of the potential of computer programs such as PhET Interactive Simulations, OpenOffice Calc and Scratch and also how they can be used in the teaching-learning process. We sought to analyze how mathematics teaching can become more attractive to students, so that interest in this discipline is aroused in them. In the methodological approach, ten activities were developed with the digital tools PhET Simulações Interativas, OpenOffice Calc and Scratch, where the contents of the discipline were approached through the computer. Twenty-two students participated in the activities, along with the mathematics teacher and the researcher. In order to support the research, we emphasize D'Ambrósio (1996) on Mathematical Education, Valente (1993, 1999, 2005 and 2009) on ICT, Wing (2006) and Blikstein (2008) on Computational Thinking, -Cultural and Theory of Activity, among others. The results of this research converge to the discussion about how to elaborate activities, involving Computational Thinking and ICT, that can be applied in the teaching of mathematics. There was a significant level of motivation in learning mathematics through computational resources. From these referrals, it has been demonstrated that ICT allows a significant level of teaching aid in mathematics and that the CP can be stimulated throughout the activities, thus becoming a possible approach that can bring great benefits to the teaching-learning process in mathematics. Such initiatives certainly have the learner as the main focus in a lifelong learning process and the possibility that the learner can be successful in the way he teaches.