The use of Scratch in the development of logical reasoning and computational competencies in the final years of Elementary Education
DOI:
https://doi.org/10.51359/2177-9309.2026.266923Keywords:
Programming, Education, entertainment, educational softwareAbstract
The integration of technology in contemporary education still raises debates about its effectiveness in intellectual development and in fostering students’ logical and computational reasoning. This perception leads to deficient mathematics teaching in the development of logic through computational resources. In this context, the purpose of this work is to present, in an engaging and accessible way, a pedagogical resource in the teaching of Mathematics and computational education. Through the computer program, Scratch, the aim is to contribute to the improvement of children's intellectual capacities, strengthening skills such as computational thinking, logical mathematical reasoning, reading, among others. This work, the result of an extension project, was developed in a school in a municipality in the interior of Ceará, with a 7th-grade class of the final years of Elementary Education during the second semester of 2024. The use of Scratch in the educational environment was explored through practical workshops, in which students learned from the basics to the creation of interactive games.
Downloads
References
BARDIN, Laurence. Análise de conteúdo. São Paulo: Edições 70, 2016.
BARR, Valerie; STEPHENSON, Chris. Bringing computational thinking to K–12: what is involved and what is the role of the computer science education community? ACM Inroads, New York, v. 2, n. 1, p. 48–54, 2011.
BRASIL. Ministério da Educação. Base Nacional Comum Curricular (BNCC). Brasília: MEC, 2018.
CAMPOS, Celso Ribeiro; JACOBINI, Otávio Roberto; WODEWOTZKI, Maria Lucia L.; FERREIRA, Denise H. L. Educação estatística no contexto da educação crítica. Bolema, v. 24, n. 39, p. 473–494, ago. 2011.
CRESWELL, John Ward. Projeto de pesquisa: métodos qualitativo, quantitativo e misto. 4. ed. Porto Alegre: Penso, 2014.
FORD, Jerry. Lee. Scratch 2.0 programming for teens. 2. ed. Mason, OH: Cengage Learning Custom Publishing, 2014.
FORD, Robert. Programming basics: an interactive guide. London: Coding for All, 2008.
FURBER, Steve. Shut down or restart? The way forward for computing in UK schools. London: The Royal Society, 2012.
GÜNBATAR, Muhammed. Computational thinking within the context of professional life: change in CT skill from the viewpoint of teachers. Education and Information Technologies, [S. l.], v. 24, p. 1–24, 2019.
GÜNBATAR, Muhammed Sadi. Computational thinking: a systematic review of literature. International Journal of Research in Education and Science, [S. l.], v. 5, n. 2, p. 574–594, 2019.
LÜDKE, Menga; ANDRÉ, Marli Eliza Dalmazo Afonso de. Pesquisa em educação: abordagens qualitativas. São Paulo: EPU, 2018.
MARJI, Majed. Aprenda a programar com Scratch: uma introdução visual à programação com jogos, arte, ciência e matemática. São Paulo: Novatec, 2014.
McMANUS, Sean. Scratch programming in easy steps: covers versions 2.0 and 1.4. Leamington Spa: In Easy Steps, 2013.
PAPERT, Seymour. Teaching children thinking. Programmed Learning and Educational Technology, [S. l.], v. 9, n. 5, p. 245–255, 1972.
RESNICK, Mitchel et al. Scratch: programming for all. Communications of the ACM, New York, v. 52, n. 11, p. 60–67, 2009.
RICHARDSON, Roberto Jarry. Pesquisa social: métodos e técnicas. 4. ed. São Paulo: Atlas, 2017.
SOUZA, Michel Figueiredo de; COSTA, Christine Sertã. Scratch: guia prático para aplicação na Educação Básica. Rio de Janeiro: Imperial, 2018.
VALENTE, José Armando. Tecnologias digitais, pensamento computacional e educação. Campinas: UNICAMP, 2014.
VARELA, Francisco Javier. Introduction to programming logic: a constructivist approach. São Paulo: Editora Acadêmica, 2017.
VIEIRA, Sebastião da Silva; SABATINI, Marcelo. Pensamento computacional com inserção de Scratch numa perspectiva maker. [S. l.: s. n.], 2021.
WING, Jeannette Marie. Computational thinking. Communications of the ACM, New York, v. 49, n. 3, p. 33–35, 2006.
ZAHARIJA, Goran; MLADENOVIC, Stanko; BOLJAT, Ivica. Introducing basic programming concepts to elementary school children. Procedia – Social and Behavioral Sciences, [S. l.], v. 106, p. 1576–1584, 2013.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Jean Renel François, Paulo Henrique Pereira da Silva
This work is licensed under a Creative Commons Attribution 4.0 International License.
Autores que publicam nesta revista concordam com os seguintes termos:
a. Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Atribuição 4.0 Internacional (CC BY 4.0).
b. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
c. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado.
d. Os conteúdos da Revista Em Teia estão licenciados com uma Licença Creative Commons Atribuição 4.0 Internacional (CC BY 4.0). Esta licença permite que os reutilizadores distribuam, remixem, adaptem e desenvolvam o material em qualquer meio ou formato, desde que a atribuição seja dada ao criador. A licença permite o uso comercial.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
d. This license allows reusers to copy and distribute the material in any medium or format in unadapted form only, for noncommercial purposes only, and only so long as attribution is given to the creator.
