LESS SCREENS, MORE CONNECTIONS:

unplugged computational thinking in the early years

Abstract

This paper examines the integration of unplugged Computational Thinking in the early years of Basic Education, articulating theoretical foundations and the development of teaching materials designed to support teachers’ digital literacy. It first presents core concepts of Computational Thinking in dialogue with Papert, Wing, and the BNCC, addressing the pillars of abstraction, decomposition, pattern recognition, and algorithm design, as well as complementary competencies such as testing, debugging, collaboration, and metacognition. It then describes the development process of the e-book “Error is My Friend, ” structured according to Design-Based Research and organized into five iterative cycles that included paper prototyping, storyline revision, the introduction of challenges using educational robots, creation of the digital version, and publication. The article also presents examples of unplugged activities derived from the e-book, combining narrative, movement, and symbolic representation to support the understanding of commands and paths. It underscores the transversal integration of Computational Thinking, which permeates various aspects of education, enhancing digital literacy and promoting meaningful learning experiences that strengthen relationships, autonomy, and student authorship within the school environment.