<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762016000300864</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2016v14i3p0864</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Integração do pensamento computacional no currículo da educação básica: diferentes estratégias usadas e questões de formação de professores e avaliação do aluno]]></article-title>
<article-title xml:lang="en"><![CDATA[Integration of computational thinking in the k-12 curriculum: different strategies used and questions related to teacher training and student&#8217;s assessment]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[José Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>14</volume>
<numero>3</numero>
<fpage>864</fpage>
<lpage>897</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762016000300864&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762016000300864&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762016000300864&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  A maneira como as tecnologias digitais est&#227;o sendo trabalhadas nas escolas, em praticamente todos os pa&#237;ses, n&#227;o tem contribu&#237;do para o desenvolvimento do pensamento computacional. Essas atividades est&#227;o restritas ao uso do que foi chamado de software de escrit&#243;rio, como o processador de texto, a planilha e, com isso, n&#227;o exploram conceitos da Ci&#234;ncia da Computa&#231;&#227;o, permitindo usar o computador como um instrumento de pensar com e pensar sobre o pensar. Isso tem levado alguns pa&#237;ses a alterarem o curr&#237;culo da Educa&#231;&#227;o B&#225;sica. O presente artigo tem como objetivo analisar as diferentes estrat&#233;gias de implanta&#231;&#227;o do pensamento computacional no curr&#237;culo da educa&#231;&#227;o b&#225;sica, bem como as quest&#245;es relacionadas a forma&#231;&#227;o de professores e a avalia&#231;&#227;o. Essa analise permitiu classificar as estrat&#233;gias em tr&#234;s grandes categorias: a inclus&#227;o de temas da Ci&#234;ncia da Computa&#231;&#227;o; a inser&#231;&#227;o de disciplinas que exploram conceitos do pensamento computacional por meio do uso de tecnologias em diferentes atividades, como jogos e rob&#243;tica; e a explora&#231;&#227;o dos conceitos do pensamento computacional de maneira transversal aos assuntos curriculares. Al&#233;m disso, entender como est&#225; sendo a forma&#231;&#227;o de professores para o desenvolvimento dessas atividades e como avaliar o desenvolvimento do pensamento computacional no aluno.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  The way in which digital technologies are used by schools in practically every country of the world, has rarely contributed to students&#8217; development of computational thinking. Activities were almost always restricted to the use of what was called the office software, such as word processor or spre - adsheets and, therefore, did not explore computer science concepts, concepts which allow the students to use the computer as a tool to think with and to think about thinking. This has led some countries to change K-12 curricula. This article aims to analyze the different strategies used to exploit computational thinking in K-12 curriculum as well as questions related to teacher training and evaluation. This analysis allowed to classify these strategies into three broad categories: inclusion of Computer Science activities; inclusion of curriculum subjects that exploit computational thinking through the use of technologies for the development of activities, such as games, robotics; and the exploration of the concepts of computational thinking transversally with the curriculum subjects. Also it is possible to understand the professional development required for teachers to develop these activities and how to evaluate students&#8217; development of computational thinking.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologias Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Ciência da Computação]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de Ensino e Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Fazer Computacional]]></kwd>
<kwd lng="en"><![CDATA[Educational Technologies]]></kwd>
<kwd lng="en"><![CDATA[Computer Science]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Learning Strategies]]></kwd>
<kwd lng="en"><![CDATA[Computational Doing.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762016000300864</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2016v14i3p0864</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Integração do pensamento computacional no currículo da educação básica: diferentes estratégias usadas e questões de formação de professores e avaliação do aluno]]></article-title>
<article-title xml:lang="en"><![CDATA[Integration of computational thinking in the k-12 curriculum: different strategies used and questions related to teacher training and student&#8217;s assessment]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[José Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>14</volume>
<numero>3</numero>
<fpage>864</fpage>
<lpage>897</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762016000300864&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762016000300864&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762016000300864&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  A maneira como as tecnologias digitais est&#227;o sendo trabalhadas nas escolas, em praticamente todos os pa&#237;ses, n&#227;o tem contribu&#237;do para o desenvolvimento do pensamento computacional. Essas atividades est&#227;o restritas ao uso do que foi chamado de software de escrit&#243;rio, como o processador de texto, a planilha e, com isso, n&#227;o exploram conceitos da Ci&#234;ncia da Computa&#231;&#227;o, permitindo usar o computador como um instrumento de pensar com e pensar sobre o pensar. Isso tem levado alguns pa&#237;ses a alterarem o curr&#237;culo da Educa&#231;&#227;o B&#225;sica. O presente artigo tem como objetivo analisar as diferentes estrat&#233;gias de implanta&#231;&#227;o do pensamento computacional no curr&#237;culo da educa&#231;&#227;o b&#225;sica, bem como as quest&#245;es relacionadas a forma&#231;&#227;o de professores e a avalia&#231;&#227;o. Essa analise permitiu classificar as estrat&#233;gias em tr&#234;s grandes categorias: a inclus&#227;o de temas da Ci&#234;ncia da Computa&#231;&#227;o; a inser&#231;&#227;o de disciplinas que exploram conceitos do pensamento computacional por meio do uso de tecnologias em diferentes atividades, como jogos e rob&#243;tica; e a explora&#231;&#227;o dos conceitos do pensamento computacional de maneira transversal aos assuntos curriculares. Al&#233;m disso, entender como est&#225; sendo a forma&#231;&#227;o de professores para o desenvolvimento dessas atividades e como avaliar o desenvolvimento do pensamento computacional no aluno.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  The way in which digital technologies are used by schools in practically every country of the world, has rarely contributed to students&#8217; development of computational thinking. Activities were almost always restricted to the use of what was called the office software, such as word processor or spre - adsheets and, therefore, did not explore computer science concepts, concepts which allow the students to use the computer as a tool to think with and to think about thinking. This has led some countries to change K-12 curricula. This article aims to analyze the different strategies used to exploit computational thinking in K-12 curriculum as well as questions related to teacher training and evaluation. This analysis allowed to classify these strategies into three broad categories: inclusion of Computer Science activities; inclusion of curriculum subjects that exploit computational thinking through the use of technologies for the development of activities, such as games, robotics; and the exploration of the concepts of computational thinking transversally with the curriculum subjects. Also it is possible to understand the professional development required for teachers to develop these activities and how to evaluate students&#8217; development of computational thinking.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologias Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Ciência da Computação]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de Ensino e Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Fazer Computacional]]></kwd>
<kwd lng="en"><![CDATA[Educational Technologies]]></kwd>
<kwd lng="en"><![CDATA[Computer Science]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Learning Strategies]]></kwd>
<kwd lng="en"><![CDATA[Computational Doing.]]></kwd>
</kwd-group>
</article-meta>
</front>
<back>
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