PENSAMENTO COMPUTACIONAL , LINGUAGEM ESCRITA E CRIATIVIDADE

O CICLO DE REMIDIAÇÃO ATIVA NA AUTORIA DE NARRATIVAS DIGITAIS COM SCRATCH

Abstract

The present article addresses the issue of curricular fragmentation, in which the teaching of written language proficiency and the development of Computational Thinking (CT) are approached as separate domains, contributing to student deficiencies in cohesion, coherence, and logical reasoning. Given this, the present study proposed and tested an integrative methodological model: the Active Remediation Cycle (ARC). The main objective was to investigate the viability and initial impact of a condensed instructional sequence of the ARC, focused on the authorship of interactive digital fables in the Scratch environment, with 15 eighth-grade elementary school students, over the course of six lessons. The methodology, which was qualitative and participatory (case study), used the triangulation of assessment rubrics, observation, and interviews. The results corroborate the central premise of interdependence, confirming that the rigor of written language Cohesion/Coherence, according to Koch (2020), is fed back by the precision of programming logic (Algorithmization, according to CSTA, 2024). Creativity based on Torrance (1990) proved to be a strong catalyst, with textual originality driving digital multimodal elaboration. The main diagnostic implication lies in temporal divergence, justifying the refinement of the research design to 12 lessons, aiming to move the acquisition of skills from the functional to the sophisticated level, consolidating the Multiliteracy and Protagonism competencies of the Base Nacional Comum Curricular (BNCC)