Letramento na Educação Infantil Através do Pensamento  Computacional Desplugado

• DOI: https://doi.org/10.22533/at.ed.665162521056

• Palavras-chave: Letramento, Pensamento Computacional, Educação Infantil, Computação Desplugada 

• Keywords: Literacy, Computational Thinking, Early Childhood Education, Unplugged Computing

• Abstract: This article investigates the potential of Unplugged Computational Thinking (UCT) as an innovative pedagogical tool to foster literacy in five-year-old children in Early Childhood Education. Grounded in the conceptions of Computational Thinking (CT) by Wing (2006) and Papert's (1980) constructionism, the study explores how playful unplugged activities can develop logical reasoning, problem-solving skills, and other essential cognitive abilities for the appropriation of reading and writing. The research, of a qualitative and descriptive nature, was conducted in a public school in Bahia with 14 children, employing direct observation and textual records during ten classes with practical activities, including the use of the Code & Go® Robot Mouse. The results revealed a high level of student engagement, a notable development of logical reasoning, and an expanded interest in learning. The main contribution of this study lies in demonstrating that UCT strategies, by materializing computational concepts in a concrete and playful way, constitute an effective path to promote precursor skills for literacy, aligning with the competencies proposed by the Brazilian National Common Core Curriculum (BNCC) and offering a way towards more dynamic and meaningful learning in early childhood.