Além do Lúdico: Atividades Desplugadas para Ensinar Fundamentos da Computação na Educação Infantil
Resumo
Este artigo apresenta três atividades desplugadas para a Educação Infantil, concebidas para introduzir fundamentos da Ciência da Computação em alinhamento à BNCC-Computação. O estudo enfrenta a lacuna na articulação entre fundamentos disciplinares, normativas curriculares e viabilidade pedagógica nessa etapa da Educação Básica. De abordagem qualitativa e caráter exploratório, a pesquisa envolveu revisão integrativa da literatura, design pedagógico fundamentado e validação formativa com 12 professores, cujos registros foram analisados por análise temática. Os resultados indicam indícios de apropriação conceitual, coerência com as especificidades da etapa e viabilidade de implementação. O trabalho dialoga com os Grandes Desafios da Educação em Computação 2025-2035 ao contribuir com recursos estruturados e apoio à formação docente na Educação Básica.Referências
Bell, T. and Vahrenhold, J. (2018). Cs unplugged—how is it used, and does it work? Communications of the ACM, 61(5):54–61.
Bell, T., Witten, I. H., and Fellows, M. (2015). Computer Science Unplugged: Ensinando Ciência da Computação sem o Uso do Computador. Bookman, Porto Alegre.
Bers, M. U. (2019). Coding as another language: A pedagogical approach for teaching computer science in early childhood. Journal of Computers in Education, 6(4):499–528. DOI: 10.1007/s40692-019-00147-3.
Bers, M. U. (2021). Coding as a playground. An Eye on Education book. Routledge,, New York, NY, second edition. edition.
Bers, M. U., Blake-West, J., Kapoor, M. G., Levinson, T., Relkin, E., Unahalekhaka, A., and Yang, Z. (2023). Coding as another language: Research-based curriculum for early childhood computer science. Early Childhood Research Quarterly, 64:394–404. DOI: 10.1016/j.ecresq.2023.05.002.
Brackmann, C. (2017). Desenvolvimento do Pensamento Computacional por Meio de Atividades Desplugadas na Educação Básica. PhD thesis, Universidade Federal do Rio Grande do Sul.
Brasil (2017). Base nacional comum curricular: Educação infantil. [link]. Documento oficial.
Brasil (2022). Base nacional comum curricular: Computação. [link]. Anexo ao Parecer CNE/CEB nº 2/2022.
Clarke-Midura, J., Kozlowski, J. S., Shumway, J. F., and Lee, V. R. (2021). How young children engage in and shift between reference frames when playing with coding toys. International Journal of Child-Computer Interaction, 28:100250.
Critten, V., Hagon, H., and Messer, D. (2021). Can pre-school children learn programming and coding through guided play activities? a case study in computational thinking. Early Childhood Education Journal, 50(6):969–981.
Fridberg, M. and Redfors, A. (2021). Teachers’ and children’s use of words during early childhood stem teaching supported by robotics. International Journal of Early Years Education, 32(2):405–419.
Hu, W., Huang, R., and Li, Y. (2023). Young children’s experience in unplugged activities about computational thinking: From an embodied cognition perspective. Early Childhood Education Journal, 52(4):769–782.
Huang, Y.-C. and Looi, C.-K. (2019). A critical review of computational thinking in early childhood education. Educational Technology & Society, 22(3):1–14.
Kotsopoulos, D., Floyd, L., Dickson, B. A., Nelson, V., and Makosz, S. (2021). Noticing and naming computational thinking during play. Early Childhood Education Journal, 50(4):699–708. DOI: 10.1007/s10643-021-01188-z.
Lee, J., Joswick, C., and Pole, K. (2022). Classroom play and activities to support computational thinking development in early childhood. Early Childhood Education Journal, 51(3):457–468.
Mladenović, M., Repušić, M., and Ozretić, M. (2023). Cs unplugged activities for teaching basic programming concepts to kindergarten children. In ICERI2023 Proceedings, volume 1 of ICERI2023, page 7674–7682. IATED.
Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books, New York.
Pereira, A. and Lira, M. (2024). Pensamento computacional e a educação infantil: possibilidade didática à luz da computação desplugada. In Anais do XXXII Workshop sobre Educação em Computação, pages 376–385, Porto Alegre, RS, Brasil. SBC.
Pereira, A. M. A., Moraes, A. L., Barros, A. C. O., and Oliveira, L. C. P. (2025). Pensamento computacional e o brincar na educação infantil: Desafios e possibilidades. In Anais Estendidos do V Simpósio Brasileiro de Educação em Computação (EduComp 2025), EduComp Estendido 2025, pages 125–129. Sociedade Brasileira de Computação.
Ragonis, N., Rosenberg-Kima, R. B., and Hazzan, O. (2024). A computational thinking course for all preservice k-12 teachers: implementing the four pedagogies for developing computational thinking (4p4ct) framework. Educational technology research and development, 73(1):301–329.
Ribeiro, L., Foss, L., Cavalheiro, S. A. D. C., Kniphoff da Cruz, M. E. J., and Soares de França, R. (2023). The brazilian school computing standard. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1, SIGCSE 2023, pages 53–58. ACM. DOI: 10.1145/3545945.3569863.
Saad, A. and Zainudin, S. (2022). A review of project-based learning (pbl) and computational thinking (ct) in teaching and learning. Learning and Motivation, 78:101802.
Saldaña, J. (2021). The coding manual for qualitative researchers. The coding manual for qualitative researchers, pages 1–440.
Santana, C. H. d., Herculani, J. B., Colanzi, T. E., Saito, H. T. I., and Amaral, A. M. M. M. (2025). Percepções dos professores sobre o desenvolvimento do pensamento computacional na educação infantil. Revista Brasileira de Informática na Educação, 33:176–196.
SBC (2025). Grandes Desafios da Educação em Computação 2025-2035 - Resumo Executivo. SBC, Porto Alegre.
Tedre, M. and Denning, P. J. (2016). The long quest for computational thinking. In Proceedings of the 16th Koli Calling International Conference on Computing Education Research, Koli Calling 2016, pages 120–129. ACM.
Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4(3):356–367.
Wang, L., Huang, M., and Ismail@Kamal, J. B. (2024). The application of an unplugged and low-cost children’s coding education tool in a gamification context. Pertanika Journal of Social Sciences and Humanities, 32(2):387–407. DOI: 10.47836/pjssh.32.2.03.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Yadav, A., Caeli, E. N., Ocak, C., and Macann, V. (2022). Teacher education and computational thinking: Measuring pre-service teacher conceptions and attitudes. In Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1, ITiCSE 2022. ACM.
Zeng, Y., Yang, W., and Bautista, A. (2023). Teaching programming and computational thinking in early childhood education: a case study of content knowledge and pedagogical knowledge. Frontiers in Psychology, 14. DOI: 10.3389/fpsyg.2023.1252718.
Bell, T., Witten, I. H., and Fellows, M. (2015). Computer Science Unplugged: Ensinando Ciência da Computação sem o Uso do Computador. Bookman, Porto Alegre.
Bers, M. U. (2019). Coding as another language: A pedagogical approach for teaching computer science in early childhood. Journal of Computers in Education, 6(4):499–528. DOI: 10.1007/s40692-019-00147-3.
Bers, M. U. (2021). Coding as a playground. An Eye on Education book. Routledge,, New York, NY, second edition. edition.
Bers, M. U., Blake-West, J., Kapoor, M. G., Levinson, T., Relkin, E., Unahalekhaka, A., and Yang, Z. (2023). Coding as another language: Research-based curriculum for early childhood computer science. Early Childhood Research Quarterly, 64:394–404. DOI: 10.1016/j.ecresq.2023.05.002.
Brackmann, C. (2017). Desenvolvimento do Pensamento Computacional por Meio de Atividades Desplugadas na Educação Básica. PhD thesis, Universidade Federal do Rio Grande do Sul.
Brasil (2017). Base nacional comum curricular: Educação infantil. [link]. Documento oficial.
Brasil (2022). Base nacional comum curricular: Computação. [link]. Anexo ao Parecer CNE/CEB nº 2/2022.
Clarke-Midura, J., Kozlowski, J. S., Shumway, J. F., and Lee, V. R. (2021). How young children engage in and shift between reference frames when playing with coding toys. International Journal of Child-Computer Interaction, 28:100250.
Critten, V., Hagon, H., and Messer, D. (2021). Can pre-school children learn programming and coding through guided play activities? a case study in computational thinking. Early Childhood Education Journal, 50(6):969–981.
Fridberg, M. and Redfors, A. (2021). Teachers’ and children’s use of words during early childhood stem teaching supported by robotics. International Journal of Early Years Education, 32(2):405–419.
Hu, W., Huang, R., and Li, Y. (2023). Young children’s experience in unplugged activities about computational thinking: From an embodied cognition perspective. Early Childhood Education Journal, 52(4):769–782.
Huang, Y.-C. and Looi, C.-K. (2019). A critical review of computational thinking in early childhood education. Educational Technology & Society, 22(3):1–14.
Kotsopoulos, D., Floyd, L., Dickson, B. A., Nelson, V., and Makosz, S. (2021). Noticing and naming computational thinking during play. Early Childhood Education Journal, 50(4):699–708. DOI: 10.1007/s10643-021-01188-z.
Lee, J., Joswick, C., and Pole, K. (2022). Classroom play and activities to support computational thinking development in early childhood. Early Childhood Education Journal, 51(3):457–468.
Mladenović, M., Repušić, M., and Ozretić, M. (2023). Cs unplugged activities for teaching basic programming concepts to kindergarten children. In ICERI2023 Proceedings, volume 1 of ICERI2023, page 7674–7682. IATED.
Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books, New York.
Pereira, A. and Lira, M. (2024). Pensamento computacional e a educação infantil: possibilidade didática à luz da computação desplugada. In Anais do XXXII Workshop sobre Educação em Computação, pages 376–385, Porto Alegre, RS, Brasil. SBC.
Pereira, A. M. A., Moraes, A. L., Barros, A. C. O., and Oliveira, L. C. P. (2025). Pensamento computacional e o brincar na educação infantil: Desafios e possibilidades. In Anais Estendidos do V Simpósio Brasileiro de Educação em Computação (EduComp 2025), EduComp Estendido 2025, pages 125–129. Sociedade Brasileira de Computação.
Ragonis, N., Rosenberg-Kima, R. B., and Hazzan, O. (2024). A computational thinking course for all preservice k-12 teachers: implementing the four pedagogies for developing computational thinking (4p4ct) framework. Educational technology research and development, 73(1):301–329.
Ribeiro, L., Foss, L., Cavalheiro, S. A. D. C., Kniphoff da Cruz, M. E. J., and Soares de França, R. (2023). The brazilian school computing standard. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1, SIGCSE 2023, pages 53–58. ACM. DOI: 10.1145/3545945.3569863.
Saad, A. and Zainudin, S. (2022). A review of project-based learning (pbl) and computational thinking (ct) in teaching and learning. Learning and Motivation, 78:101802.
Saldaña, J. (2021). The coding manual for qualitative researchers. The coding manual for qualitative researchers, pages 1–440.
Santana, C. H. d., Herculani, J. B., Colanzi, T. E., Saito, H. T. I., and Amaral, A. M. M. M. (2025). Percepções dos professores sobre o desenvolvimento do pensamento computacional na educação infantil. Revista Brasileira de Informática na Educação, 33:176–196.
SBC (2025). Grandes Desafios da Educação em Computação 2025-2035 - Resumo Executivo. SBC, Porto Alegre.
Tedre, M. and Denning, P. J. (2016). The long quest for computational thinking. In Proceedings of the 16th Koli Calling International Conference on Computing Education Research, Koli Calling 2016, pages 120–129. ACM.
Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4(3):356–367.
Wang, L., Huang, M., and Ismail@Kamal, J. B. (2024). The application of an unplugged and low-cost children’s coding education tool in a gamification context. Pertanika Journal of Social Sciences and Humanities, 32(2):387–407. DOI: 10.47836/pjssh.32.2.03.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Yadav, A., Caeli, E. N., Ocak, C., and Macann, V. (2022). Teacher education and computational thinking: Measuring pre-service teacher conceptions and attitudes. In Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1, ITiCSE 2022. ACM.
Zeng, Y., Yang, W., and Bautista, A. (2023). Teaching programming and computational thinking in early childhood education: a case study of content knowledge and pedagogical knowledge. Frontiers in Psychology, 14. DOI: 10.3389/fpsyg.2023.1252718.
Publicado
19/07/2026
Como Citar
SANTANA, Claudia Heidemann de; ZONETTI, Luiz Felipe Bonfim; COLANZI, Thelma Elita; AMARAL, Aline Maria Malachini Miotto.
Além do Lúdico: Atividades Desplugadas para Ensinar Fundamentos da Computação na Educação Infantil. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 34. , 2026, Gramado/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 588-600.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2026.21879.
