Caminhos para Geografia escolar “transversalizar” o Pensamento Computacional no Ensino Fundamental

Abstract

With the advent of the BNCC Computação (National Common Curricular Base for Computing), there is a noticeable demand for methodological possibilities to foster a transversal dialogue among various curricular components. This article proposes that the pathways enabling the relationship between the Geography component and the proposals for integrating Computational Thinking should be characterized by learning through the resolution of problems identified in daily life. A qualitative methodological approach was adopted, characterized as bibliographic and documentary research (Gil, 2002; Cellard, 2012). The research is based on categories (axes and pillars) of Computational Thinking linked to Education (Wing, 2006) in relation to the skills of the Geography curriculum (Santos, 1996; Cavalcanti, 1996; Callai, 2005; Moreira, 2012), as well as on transversality (Moran, 2018) driven by the concept and application of the active methodology of Problem-Based Learning (PBL) (Farias, 2018; Sperandio et al., 2025; Pawson et al., 2006) with practical contributions to school geographical education by (Machado, 2018). It is concluded that problem-based learning is one of the ways to pave pathways for the proposal of transversality to be effective for teachers, who can seek repertoire in this active methodology, while also bringing a greater application of geographical categories to student apprehension, ultimately leading to the long-awaited geographical reasoning.

Keywords: curriculum, computational thinking, geographical reasoning, transversality.