Utilizando linguagem de programação visual no ensino multidisciplinar na EPT

• Ano de defesa: 2025
• Autor(a) principal: Pippi, Jonathan Donato
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; UFSM; Programa de Pós-Graduação em Educação Profissional e Tecnológica; Colégio Técnico Industrial de Santa Maria
• Palavras-chave em Português: Algoritmos; Lógica de programação; Pensamento computacional; Softwares educacionais; Linguagem de programação visual; Algorithms; Programming logic; Computational thinking; Educational software; Visual programming language; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/36748

Teaching algorithms and programming logic, among other benefits, stimulates students' logical thinking and creativity, in addition to developing problem-solving skills. Teaching algorithms and programming logic is directly related to the development of computational thinking, a skill considered essential for educating students in the digital society. Generally, content related to teaching algorithms and programming logic presents challenges, such as a lack of interest and motivation among some students, who consider the content difficult to understand. To increase students' interest in learning algorithms and programming logic, one possible alternative is the adoption of educational software and learning objects (LO). Both educational software and learning objects are considered digital educational resources that facilitate the assimilation of knowledge and can be built, among other tools, using visual programming language. Visual programming languages are considered suitable for use at the beginning of the process of teaching algorithms and programming logic, as they enable students to develop logical reasoning by focusing on problem solving. Considering this, the following research question arises: “How can block-based visual programming language be used to aid the process of teaching multidisciplinary content in EPT?” Based on this context, the main objective of this research is to evaluate the resources of blockbased visual programming languages in terms of their pedagogical and technical aspects, considering multidisciplinarity. The methodology employed in this research is explanatory and exploratory, using a qualitative-quantitative approach to obtain data through a case study. The case study investigated the topic of “visual block programming,” seeking to understand its potential for use in teaching through a cross-cutting approach to multidisciplinary content. A systematic review was conducted on the CAPES Periodicals platform to analyze studies addressing teaching methodologies based on visual programming languages. As for the assessment tool, we opted for a questionnaire created in Google Forms, with the aim of analyzing the resources of different block-based visual programming environments and the profile of the research participants. The results prove that the use of tools such as App Inventor, Alice 3D, and Scratch in educational environments contributes to reducing the barriers faced by students who are uninterested or have difficulties with certain content. As future work, we suggest investigating the use of visual programming languages in the context of accessibility, as well as exploring visual programming tools combined with virtual reality technologies integrated with artificial intelligence, to enable more inclusive, immersive, and personalized teaching.