Abstract:

The use of technologies in the classroom enhances the construction and new and stimulating dynamics guided by the analysis, criticism and sharing of ideas or discoveries in order to make learning more meaningful. Children develop fundamental skills (e. g. problem solving, critical and reflective thinking, and creativity) through ludic actions that seek to improve their interest and motivation for learning, including written expression, written content and oral expression. In this way, this research intents to reflect on the learning of programming and robotics for preschool and primary education and narratives, by analyzing multiple case studies in classroom settings from pre-school and primary education during a school year. The expected results are that the use of programming and computational thinking (e.g. Scratch, Scratch Jr.) and robotics (e.g. Coco Robot, Doc Robot, Mind Design Robot, Maker Robot, Cyber Robot) can contribute to the development of learning: guided by the active resolution of significant challenges and problems; improve oral storytelling performance and written narratives performance; Increasing cooperation, differentiation and diversity of experiences, interaction and sharing among students, and improving student motivation, interest and involvement in writing and oral expression. It is also considered pertinent to explore the potentialities of programming, robotics and computational thinking in promoting child development and tailored writing and oral expression educational responses, which promote the development of positive skills and attitudes, according to the needs of children and the characteristics of families and their specific needs.

Keywords:

Programming, Robotics, Computational thinking, Writing, Motivation, Basic Education.