Teoria dos Autômatos na Educação Básica: Uma Abordagem com Metodologias Ativas
Resumo
Este trabalho propõe uma abordagem baseada em metodologias ativas para introduzir a Teoria dos Autômatos a estudantes do 9º ano da Educação Básica. A proposta surge devido à limitada presença da Computação Teórica nesse nível de ensino. O objetivo é engajar os estudantes e promover habilidades de resolução de problemas, alinhando-se às competências previstas na Base Nacional Comum Curricular. A proposta consiste em uma sequência didática estruturada, atualmente em desenvolvimento, que será posteriormente avaliada por especialistas e validada por meio de um experimento piloto. O estudo contribui para o preenchimento de lacunas curriculares na Computação Teórica e para o desenvolvimento de práticas pedagógicas inovadoras na Educação em Computação.
Referências
Barr, V. e Stephenson, C. (2011). Bringing Computational Thinking to K-12: what is Involved and what is the Role of the Computer Science Education Community? ACM inroads, 2(1):48–54.
Barrows, H. S. (1996). Problem-Based Learning in Medicine and Beyond: A Brief Overview. New Directions for Teaching and Learning, 1996(68):3–12.
Brasil (2022). Computação: Complemento à BNCC. Available at: [link]. Accessed: 9 Jun 2025.
EDUFI (2022). National Core Curriculum for Basic Education. Available at: [link]. Accessed: 9 Jun 2025.
Gal-Ezer, J. e Stephenson, C. (2014). A Tale of Two Countries: Successes and Challenges in K-12 Computer Science Education in Israel and the United States. ACM Transactions on Computing Education (TOCE), 14(2):1–18.
GOV.UK (2022). National Curriculum. Available at: [link]. Accessed: 9 Jun 2025.
Kim, N. J., Belland, B. R., e Axelrod, D. (2019). Scaffolding for Optimal Challenge in K–12 Problem-Based Learning. Interdisciplinary Journal of Problem-Based Learning, 13(1):3.
Kitchenham, B. (2004). Procedures for Performing Systematic Reviews. Keele, UK, Keele University, 33(2004):1–26.
Kokotsaki, D., Menzies, V., e Wiggins, A. (2016). Project-Based Learning: A Review of the Literature. Improving Schools, 19(3):267–277.
Oda, M., Noborimoto, Y., e Horita, T. (2021). International Trends in K-12 Computer Science Curricula through Comparative Analysis: Implications for the Primary Curricula. International Journal of Computer Science Education in Schools, 4(4):n4.
Page, M. J. et al. (2021). The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews. Bmj, 372.
Ramos, M. V. M. (2009). Ensino de Linguagens Formais e Autômatos em Cursos Superiores de Computação. Revista de Computação e Tecnologia (ReCeT), 1(1):22–34.
Reeve, J. (2009). Why Teachers Adopt a Controlling Motivating Style Toward Students and how they can Become more Autonomy Supportive. Educational Psychologist, 44(3):159–175.
Resnick, M. (2017). Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. MIT press.
Ribeiro, L., Foss, L., Cavalheiro, S. A. C., Cruz, M. E. J. K., e França, R. S. (2023). The brazilian school computing standard. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1, pages 53–58.
Ribeiro, M. I. C. e Passos, O. M. (2020). A Study on the Active Methodologies Applied to Teaching and Learning Process in the Computing Area. Ieee Access, 8:219083–219097.
Seehorn, D., Carey, S., Fuschetto, B., Lee, I., Moix, D., O’Grady-Cunniff, D., Owens, B. B., Stephenson, C., e Verno, A. (2011). CSTA K–12 Computer Science Standards: Revised 2011. ACM.
Silva, J. V., Cavalheiro, S. A. C., e Foss, L. (2024a). Automata Theory in Computing Education: A Systematic Review. Simpósio Brasileiro de Informática na Educação (SBIE), pages 301–313.
Silva, J. V., da Silva Junior, B. A., Cavalheiro, S. A. C., e Foss, L. (2024b). Exploring Automata Theory with an Educational Activity Using Graph Grammar for K-12 Education. In Anais do XXXV Simpósio Brasileiro de Informática na Educação, pages 329–342, Porto Alegre, RS, Brasil. SBC.
Zeybek, N. e Saygı, E. (2024). Gamification in Education: Why, Where, When, and How? — A Systematic Review. Games and Culture, 19(2):237–264.
Barrows, H. S. (1996). Problem-Based Learning in Medicine and Beyond: A Brief Overview. New Directions for Teaching and Learning, 1996(68):3–12.
Brasil (2022). Computação: Complemento à BNCC. Available at: [link]. Accessed: 9 Jun 2025.
EDUFI (2022). National Core Curriculum for Basic Education. Available at: [link]. Accessed: 9 Jun 2025.
Gal-Ezer, J. e Stephenson, C. (2014). A Tale of Two Countries: Successes and Challenges in K-12 Computer Science Education in Israel and the United States. ACM Transactions on Computing Education (TOCE), 14(2):1–18.
GOV.UK (2022). National Curriculum. Available at: [link]. Accessed: 9 Jun 2025.
Kim, N. J., Belland, B. R., e Axelrod, D. (2019). Scaffolding for Optimal Challenge in K–12 Problem-Based Learning. Interdisciplinary Journal of Problem-Based Learning, 13(1):3.
Kitchenham, B. (2004). Procedures for Performing Systematic Reviews. Keele, UK, Keele University, 33(2004):1–26.
Kokotsaki, D., Menzies, V., e Wiggins, A. (2016). Project-Based Learning: A Review of the Literature. Improving Schools, 19(3):267–277.
Oda, M., Noborimoto, Y., e Horita, T. (2021). International Trends in K-12 Computer Science Curricula through Comparative Analysis: Implications for the Primary Curricula. International Journal of Computer Science Education in Schools, 4(4):n4.
Page, M. J. et al. (2021). The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews. Bmj, 372.
Ramos, M. V. M. (2009). Ensino de Linguagens Formais e Autômatos em Cursos Superiores de Computação. Revista de Computação e Tecnologia (ReCeT), 1(1):22–34.
Reeve, J. (2009). Why Teachers Adopt a Controlling Motivating Style Toward Students and how they can Become more Autonomy Supportive. Educational Psychologist, 44(3):159–175.
Resnick, M. (2017). Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. MIT press.
Ribeiro, L., Foss, L., Cavalheiro, S. A. C., Cruz, M. E. J. K., e França, R. S. (2023). The brazilian school computing standard. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1, pages 53–58.
Ribeiro, M. I. C. e Passos, O. M. (2020). A Study on the Active Methodologies Applied to Teaching and Learning Process in the Computing Area. Ieee Access, 8:219083–219097.
Seehorn, D., Carey, S., Fuschetto, B., Lee, I., Moix, D., O’Grady-Cunniff, D., Owens, B. B., Stephenson, C., e Verno, A. (2011). CSTA K–12 Computer Science Standards: Revised 2011. ACM.
Silva, J. V., Cavalheiro, S. A. C., e Foss, L. (2024a). Automata Theory in Computing Education: A Systematic Review. Simpósio Brasileiro de Informática na Educação (SBIE), pages 301–313.
Silva, J. V., da Silva Junior, B. A., Cavalheiro, S. A. C., e Foss, L. (2024b). Exploring Automata Theory with an Educational Activity Using Graph Grammar for K-12 Education. In Anais do XXXV Simpósio Brasileiro de Informática na Educação, pages 329–342, Porto Alegre, RS, Brasil. SBC.
Zeybek, N. e Saygı, E. (2024). Gamification in Education: Why, Where, When, and How? — A Systematic Review. Games and Culture, 19(2):237–264.
Publicado
24/11/2025
Como Citar
VEIGA, Júlia; CAVALHEIRO, Simone André da Costa; FOSS, Luciana.
Teoria dos Autômatos na Educação Básica: Uma Abordagem com Metodologias Ativas. In: WORKSHOP DE PÓS-GRADUAÇÃO: GRADUATE STUDENTS EXPERIENCE (STUDX) - CONGRESSO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (CBIE), 14. , 2025, Curitiba/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 339-345.
DOI: https://doi.org/10.5753/cbie_estendido.2025.16238.
