Proceedings of the Brazilian Symposium on Computing in Basic Education (SBC-EB)
This document brings the Foreword and the Organizing Committee of the Proceedings of SBC-EB 2025.
Computing and Me: A Practical Approach to Computational Thinking in Elementary Education
This work reports the application of computational thinking activities to students at a municipal school in Rio Grande do Sul, throughout the year 2024, during IT and Mathematics classes. Plugged and unplugged activities were carried out, exploring skills present in the Computing Standards in Basic Education (BNCC Computação). The activities were planned within the "Computation and Me" project to teach basic concepts of algorithms and problem solving, using plugged and unplugged methods. The results indicated significant advances in the development of computational thinking and creative resolution of mathematical problems by students.
Primitive Data Types with the Bates Card Game for 6th Grade Students in Elementary School II
The primitive data types activity is designed for 6th grade students of Elementary School II and uses the BaTips card game as a pedagogical tool aimed at the teaching process through memorization, attention and decision making.
Decomposition with the Åbne døre Board Game and the Rescue of Magic for 7th Grade Students in Elementary School II
The decomposition activity with the board game Åbne døre and the Rescue of Magic is planned for 7th grade students of Elementary School II and uses an unplugged approach as a pedagogical tool aiming at the teaching process through collaborative and cooperative solutions.
Sequences, Loops, and Conditional Selections with the Rubik's Cube for 5th Grade Students in Elementary School I
The activity of simulating algorithms that include sequences, repetitions and conditional selections is designed for 5th grade students of Elementary School II and uses the Rubik's cube as a pedagogical tool aimed at the teaching process through concentration, persistence, logical and sequential reasoning.
Matrices with the Battleship Game for 4th Grade Students in Elementary School I
The naval battle activity with matrices is a playful approach to teach concepts about spatial organization and coordinates in matrices, with students in the 4th grade of Elementary School I. Using an unplugged game or a virtual simulator as a pedagogical tool. This activity reinforces the notion of rows and columns, promoting logical reasoning skills, spatial location and interpretation of coordinates (row and column).
Computational Chapada Diamantina: A textbook for the first year of Elementary School
This work presents activities in a textbook format for teachers and students. The book covers concepts related to Computing within the local context of Chapada Diamantina. The activities aim to develop the skills outlined in the Computing supplement of Base Nacional Comum Curricular (BNCC) for the first year of elementary school. The objective is to provide the community with contextualized materials to support the integration of computing into schools.
Experience Report: The Clapper Project in Robotics Education in Basic Education
The Clapper Project was developed by residents of the Pedagogical Residency Program, a CAPES initiative, affiliated with the Bachelor's Degree in Computing at UEA. Conducted with first-year high school students at a state school in Itacoatiara/AM, the project aimed to integrate STEM concepts into robotics education through the automated activation of a lamp using a sound sensor and Arduino. The practical approach allowed students to explore automation, electronics, and programming, fostering computational thinking and problem-solving skills. The results indicate increased engagement and knowledge retention, making learning more meaningful and contextualized.
Unraveling the Enigma: Cryptography in World War II, a Cross-curricular Approach of the BNCC Computing with the History Component in the Final Years of Elementary School
Historically, modern computing as we know it dates back to the important contributions of the British mathematician Alan Turing, who, during the Second World War, led efforts to crack Nazi codes, especially those generated by the Enigma Machine. The aim of this cross-curricular project (History and Computing) was to use the BBC micro:bit microcontroller to provide 9th grade students at a private school in the city of Juiz de Fora, MG, with a proposal for historical and practical experience, while also developing the specific skills of the curriculum component in question and, in a crosscurricular way, the skills of the Computing BNCC. The "Unraveling the Enigma" project also used active methodologies, enabling students to code and decrypt messages, while developing logical thinking, collaboration and critical thinking related to the historical moment.
Integrating Literature and Computing: Exploring the Imaginary of 'King Arthur' with Computational Thinking, Programming, and the BBC micro:bit Microcontroller in the Final Years of Elementary School
Since it was approved by the Ministry of Education (MEC) on October 3, 2022, the norms on Computing in Basic Education - Complement to the BNCC, have marked a major step forward in the advancement of this approach, which is so important for current times, and also a major challenge for basic education teachers in Brazil. The experience report described here was a cross-curricular approach, since it was developed in the Literature curricular component for students in the 6th year of elementary school - Final Years of a private school in the city of Juiz de Fora, MG, where they combined the reading of the novel “King Arthur and His Knights of the Round Table”, by Rosalind Kerven, with the use of the microcontroller BBC micro: bit in order to mobilize the skills of the Computational Thinking, axis of BNCC Computing, resulting in the programming of the 5x5 LED matrix to present the character King Arthur.
Integration of Multiples and Divisors with Logical Operators in Gcompris: A Proposal for the 5th Grade of Elementary School
This article proposes teaching multiples and divisors by logical computing operators with an interdisciplinary approach to 5th-grade students using the Gcompris software. In this context, the activity is designed to be carried out in two classes and is directly linked to the Computational Thinking axis.
Development of Computational Thinking in Elementary Education Through Unplugged Computing
This paper addresses the integration of Computational Thinking in primary education, emphasizing the significance of Unplugged Computing. It explores the growing relevance of this fundamental skill from the early years of schooling. The study proposes the presentation of computational concepts through unplugged activities, highlighting their practical applicability and accessibility, especially for younger students. The main objective is to analyze the performance of fifth-grade students in a municipal school after participating in unplugged workshops. The research aims to identify positive and negative outcomes of this approach, contributing to the understanding of the benefits and challenges associated with incorporating Computational Thinking in primary education.
Teaching Programming in Basic Education: A Progressive Approach with Scratch, Educational Robotics, and Python
This article proposes a progressive pedagogical approach to teaching programming in basic education, structured into three stages: Scratch-based, Educational Robotics with block-based programming, and Python. The methodology was implemented within the ”Minds of the Future”project, aiming to facilitate a seamless transition between programming paradigms.
Promoting the Inclusion of Girls in Computing: Computational Thinking and Python Programming Workshop
Computational Thinking (CT) is an essential skill that enables efficient problem-solving through abstraction and decomposition of complex tasks. In Brazil, efforts have been made to integrate CT into the school curriculum. Still, challenges related to gender equity in computing remain, such as the lack of female representation and cases of prejudice. This paper presents a practical workshop for middle school girls using Python and the GDB platform to teach programming logic and encourage female participation in technology. The methodology combines theoretical and practical activities, promoting interactive and inclusive learning.
Creative Computing with OctoStudio in Elementary Education
This proposal presents a Creative Computing activity using OctoStudio, a tool developed by the MIT Media Lab, designed for introducing programming in a playful and interactive way. The activity is intended for 3rd to 5th-grade Elementary School students, aligning with the BNCC Computing guidelines for developing skills related to Computational Thinking. Students will first create a physical character using modeling clay, imagine a story around it, and then bring it to life in OctoStudio by programming animations and sensorbased interactions. The activity follows the Creative Learning Spiral, proposed by Mitchel Resnick, ensuring a dynamic and iterative process of exploration, experimentation, and collaboration.
Cryptoarithmetic: A Playful Approach to Teaching Basic Cryptography Concepts in Basic Education
Cryptography is part of students’ daily lives, but its teaching in Basic Education is challenging due to its mathematical abstraction. Cryptarithms emerge as a playful approach to introduce cryptographic concepts, stimulating logical reasoning and creativity. This work proposes its use in activities aligned with the BNCC, where students solve and create cryptarithmic challenges, exploring mathematical operations and symbol substitution to represent numbers, promoting engagement and autonomy in learning.
Points and Pixels: Weaving Stories with Cross Stitch and BBC micro:bit
This article reports the experience and the educational impact of applying micro:bit in a workshop that combined literature, programming and cross stitch embroidery to stimulate creative expression and critical thinking in 9th grade elementary school classes. Using the novel A Hora da Estrela, by Clarice Lispector, as a basis, the students were instructed to represent in the micro:bit, in a sensitive and imaginative way, excerpts from the literary work that were later transformed into cross stitch embroidery, valuing the relationship between art and digital culture. The activity ended with the creation of collectively embroidered pillows, encouraging collaborative work and the socialization of knowledge.
Integration of Computational Thinking in Mathematics Education: Proposal for a Didactic Sequence for Youth and Adult Education Students
This didactic sequence explores the fields of Computing and Mathematics by integrating interdisciplinary skills outlined in the Computing Standards for Basic Education and the National Common Curricular Base. The target audience consists of 5th-year students in the Youth and Adult Education (EJA) program. The theoretical framework is based on mathematics learning and Computational Thinking to guide the execution of activities.
Exploring Algorithms and Problem Solving in Teams
This work presents a pedagogical experience that uses the dynamics of the "human board" to teach concepts of algorithms and computing logic to elementary school students. The activity, based on David Ausubel's Theory of Meaningful Learning and aligned with the BNCC, seeks to promote cooperation and computational thinking in a playful and interactive way. Throughout the activity, students are divided into teams and drive a "robot" around the board, solving challenges and applying algorithmic concepts. The qualitative and quantitative evaluation demonstrates that the method encourages active involvement and promotes relevant learning.
In the context of an increasingly digitalized society, the ability to extract and interpret information from data has become essential for all citizens, especially educators. Primary and secondary school teachers play a crucial role in shaping individuals capable of developing the skills required in the digital age. In response to this need, this proposal presents an introductory Data Science course designed to equip teachers with analytical and technological approaches applied to education. The teaching materials are based on two pioneering projects widely recognized in the international academic community, ensuring an innovative approach aligned with global best practices.
App Building Workshops Using MIT App Inventor 2 with Apps “Wake Up Lazy”, “Decoding”, and “Learn to Save”
This article describes the process of planning and implementing application construction workshops using MIT App Inventor 2. Three types of workshops were created with a focus on building 3 different applications: “Acorda Preguiça”, “Decodificando” and “Saiba Economizar”. Through the workshops, it was observed that students were able to work on skills related to computational thinking, such as algorithms, in a playful way. Furthermore, it was possible to notice advances in the understanding of computing concepts and a greater interest among students in the area. Furthermore, the fact that the workshops explored collaborative learning in the process of creating apps may have supported the development of interpersonal skills and stimulated students' creativity and collaboration.
Teacher practice project: teaching and research as emancipatory praxis in teacher training in computing
The research investigates the impact of pedagogical practices on initial teacher education in Computing, focusing on critical reflection and the metacognitive approach to solving real-world problems identified in collaboration with the school community, based on the BNCC. Practical experiences strengthened the professional identity of pre-service teachers, fostering a culture of educational innovation through computational thinking and active methodologies in the school context. The results indicate challenges such as the need for greater institutional support for the integration of educational systems, teacher engagement, and the recognition of the Computing teaching profession in basic education. The integration of theory and practice in Computing education, combined with metacognitive approaches and active methodologies, has shown the potential to make initial teacher education in Computing more attractive, contributing to social change and the appreciation of teacher training.
Unraveling Computational Reasoning: A journey with the 'Programamente' game
This article describes the experience of the workshop "Unraveling Computational Thinking: A Journey with the Programamente Game”, held at the Costa e Silva State School, as part of the activities developed by the Institutional Program for Teaching Initiation Scholarships (PIBID). The workshop aimed to teach programming logic through the board game "Programamente," with an emphasis on developing Computational Thinking skills. The results obtained highlighted not only the effectiveness of games for improving Computational Thinking, but also the relevance of the unplugged computing approach in the current educational context.
Educational Robotics and Computational Thinking: A Practical Approach in Elementary Education
In recent years educational robotics has been used as a tool to assist in learning programming and computational thinking. This work presents the experience of an extension project that took robotics to a public school. During the project students learned electronics, automation and programming concepts using the Arduino platform, as well as developing computational thinking. The methodology combined theory, Tinkercad simulations and practical experiments with the Arduino IDE. The evaluation was carried out based on the students' participation in a robotics competition, where it was possible to measure their advances in creativity, problem solving and teamwork.
Micro:bit Workshops Focused on Technical Education and Programming Teaching
This interactive workshop introduces the Micro:bit, an intuitive and versatile microcontroller ideal for beginners and tech enthusiasts alike. With a hands-on and accessible approach, participants will learn the basics of programming and electronics, exploring the device’s sensors, buttons and LED array. Through engaging activities, from simple animations to interactive projects, the workshop encourages creativity and problem-solving, allowing people of all ages to develop digital skills while having fun.
Using Puzzles to Work on Computational Thinking Concepts and Gender Representation
This work describes an approach to teach computational thinking in schools using puzzle solving as a pedagogical tool. The main goal is to develop students’ skills such as logic, problem decomposition, abstraction, and pattern recognition through practical and engaging activities. Additionally, the work addresses the importance of gender equality in computing. The puzzles, when completed, reveal images of notable female figures in the history of computing. This approach aims not only to teach computational concepts but also to inspire students and highlight the contributions of women to technology, promoting a more inclusive and balanced view of the computing field. Consequently, the activity sparks interest in the area and reinforces diversity.
The Adventures of Lua and Bit-Bit at the Amusement Park: Programming with Variables
The teaching of Computing in schools is an urgent necessity, driven by public policies such as the Standards for Computing in Basic Education – a Complement to the BNCC. In this context, educational resources and activities aligned with these regulations are essential to support students' learning. Thus, this study proposes an unplugged activity aimed at the final years of elementary school, with an emphasis on Computational Thinking. Specifically, it seeks to support the development of problem-solving strategies, particularly generalization.
Introducing concepts of the Digital World using Direct Crossword Puzzles
The purpose of using crosswords in the classroom is to develop students' memorization, vocabulary, and reasoning skills. Furthermore, it can be a more enjoyable way to learn a particular subject's content and encourage social interaction, collaboration, and teamwork. Therefore, the objective of the proposed activity is to introduce and develop themes related to the concepts of Hardware and Software in the Digital World through a dynamic that involves completing a direct crossword puzzle.
App Development Training for Teachers with MIT App Inventor
This study presents a training project for public school teachers in Goiás, Brazil, on developing educational apps using MIT App Inventor to enhance technology integration in teaching. Conducted at the State University of Goiás (UEG), Goianésia Campus, it focused on literacy applications, including support for students with special needs. MIT App Inventor enabled content customization based on individual learning difficulties, while individualized support allowed teachers with no programming experience to use the tool. Results showed increased student engagement and expanded teaching strategies, reinforcing the potential of MIT App Inventor in education.
Rescue Codes: gamification as a pedagogical strategy for teaching cryptography
This article reports on the experience of undergraduate students of the Degree in Computing in developing an adapted board game for teaching cryptography, applied to first-year high school students at a public school in Pernambuco. The initiative aims to contribute to Sustainable Development Goal (SDG) number 4, aligned with the National Common Curricular Base (BNCC) and its computing supplement. The experience seeks to strengthen the Computing curriculum in basic education schools in an accessible way, using gamification as a strategy to adapt to new forms of learning.
This work aims to present an interdisciplinary project based on the book Frankenstein, by Mary Shelley. After reading the comics version of the work, students were led through a series of activities that stimulated research, creativity, teamwork and critical thinking integrating the curricular components of Portuguese Language, Arts, Sciences, as well as Computing Science, enabling the development of multiple skills in a contextualized way. The project was developed with a 9th year elementary school class from a public school in Porto Alegre/RS.
Educational Robotics Project at the Full-Time School in Parauapebas – PA
This experience report aims to publicize the development of the Educational Robotics Pilot Project carried out at the Paulo Fonteles de Lima Full-Time Public School in Parauapebas - PA. Among the results, we highlight the students' engagement in research and product development, and the exhibition of the prototypes that they built. Another highlight was the collaborative work between the science teacher who led the project, the school management and pedagogical coordination and Semed's Department of Technologies and Educational Informatics (DTIE).
Digital Security in Youth and Adult Education: Reflections and Pedagogical Practices
This study presents research conducted with students from Youth and Adult Education (EJA) in a public school during the Supervised Internship in Computing II, addressing the theme of Identification and Prevention of Digital Scams. The research used a participatory approach and active methodology, providing relevant data. Among the 56 participants, 53.2% know someone who has suffered digital scams, and only 19.6% can recognize malicious links, highlighting the need for pedagogical approaches to digital security.
Working on Digital Literacy with GraphoGame
GraphoGame is an educational application that can be used to promote digital literacy, a topic related to Digital Culture. GraphoGame aims to automate decoding, an essential step for reading acquisition. In this way, the game can help students in Early Childhood Education and the Elementary School to learn to read the first letters, syllables and words, with sounds and instructions in Portuguese. Furthermore, GraphoGame can support the understanding, interpreting, and using, language in social practices.
Potential of digital museum repositories in the teaching-learning process
This paper proposes using digital museum repositories as educational resources in artistic education. Through a case study of the “Technological Arts Factory” project, conducted in the basic education network of Itacoatiara, Amazonas, we investigated how these digital collections can enrich the teaching-learning process, democratize access to cultural content, and promote the development of creative and critical skills through the remix of classical artworks.
Exploring Artificial Intelligence in Daily Life: A Didactic Approach for Understanding and Critical Reflection
Many Brazilians, including primary and secondary education students, are guided daily by decisions generated through artificial intelligence (AI) on web platforms. These decisions shape their preferences, habits, and worldviews, yet many do not perceive this influence. This lack of awareness worsens as such decisions can sometimes reinforce discriminatory effects and spread misinformation. Thus, recognizing this influence enables individuals to develop a more critical perspective and avoid its passive acceptance. This paper addresses this issue and proposes a pedagogical activity that empowers students to identify AI applications in their digital routines while fostering a critical perspective on these technologies and their impacts.
Creating Digital Content with Microsoft Word for 4th Grade Students in Elementary School
The Digital Content Creation with Microsoft Word activity involves creating informational posters on topics that foster critical thinking, with a focus on Black Consciousness. Designed for 4th-grade elementary school students, it encourages creativity, information organization, digital literacy, reading, and writing, while promoting a socioconstructivist learning approach. Through Microsoft Word, students are encouraged to explore and enhance their technological skills.
Creating Visual Content with Canva for Youth Empowerment Development with 5th Grade Students in Elementary School
This article presents a proposal to use Canva as a tool to estimulate youth empowerment and critical thinking among 5th-grade students. The activity envolves the creation of posts and digital posters on themes related to self-esteem, respect and empowerment, aiming to use computer technologies to solve problems and express ideas in a creative way. The process is divided in three steps wich contemplate the ability EF15CO08 on theoretical and practical learning of BNCC with emphasis on visual content development.
Strategies for the Conscious Use of Artificial Intelligence in Technical Education Integrated with High School
This study presents the supervised internship experience of Computer Science undergraduates from UEA in a technical high school class at IFAM. The research analyzed the impact of excessive use of Artificial Intelligence (AI) tools by students, identifying difficulties in learning and critical thinking development. To mitigate this issue, a pedagogical intervention based on gamified activities was implemented, encouraging the conscious use of AI. The results demonstrated increased student engagement and a better understanding of the limitations and potential of these technologies, fostering greater autonomy and creativity in the educational environment.
Navigating Safely: educational brochure on digital security awareness
This article reports on the experience of an educational intervention on digital security and cyberbullying for high school students, conducted by preservice computing teachers at a public school in Pernambuco. The initiative focused on media education in basic education, addressing topics such as data protection, safe browsing, and identification of online scams. The study discusses the relationship between technology and education within the framework of the BNCC Computing curriculum, highlighting the importance of fostering responsible digital citizens. Additionally, it highlights challenges such as the lack of specialized teachers in the field and the need for strategies to raise awareness about risks and best practices in the digital environment.