Desenvolvimento do pensamento computacional no Ensino Fundamental II: estudo de caso com o IFG Truck e robótica

Abstract

The development of Logical-Computational Thinking (LCT) constitutes a central axis in contemporary education, shaping itself as an intellectual practice that integrates analytical reasoning and creativity to foster students' critical and autonomous capacity in an increasingly digital world. The introduction of technologies and active methodologies, such as the Maker Culture and Educational Robotics, have become necessary to enhance the teaching-learning process and prepare creative and collaborative individuals. This study is justified by the social and educational relevance of analyzing initiatives that promote the democratization of access to technology and digital inclusion. In this context, the IFG Truck project emerged as a singular proposal: a mobile laboratory that brings practical robotics and prototyping workshops directly to public schools. Educational Robotics, integrated into educational planning, proved to be a fertile field for uniting theory and practice, exercising students' logical reasoning, cooperation, and persistence skills. In this scenario, initiatives like the IFG Truck stand out as a fundamental vector for bringing technology closer to communities previously distant from these experiences. The general objective of this research is to analyze how the experiences provided by the IFG Truck project—through practical robotics and prototyping workshops using active methodological approaches—contributed to the development of Logical-Computational Thinking in Elementary School II students in Luziânia, Goiás. To achieve this objective, the research adopted a methodological approach that combined thematic content analysis and the application of structured Likert-scale questionnaires with 30 participating students. Practically, the intervention took place through educational robotics and electronic prototyping workshops carried out directly in a public school, providing students with direct experience using technological tools. The main results evidenced the improvement of problem-solving decomposition, algorithmic reasoning, and collaboration skills. In conclusion, the study demonstrates that the IFG Truck project breaks geographical and pedagogical barriers, transforming the way of teaching and learning and offering real opportunities for creative and collaborative learning, aligned with the guidelines of the National Common Curricular Base.