A Dialogue Between Computational Thinking and Interdisciplinarity using Scratch Software

espanolEn este documento, el proposito es discutir los resultados de una accion de educacion continua con los docentes, vinculada al proyecto de extension universitaria Pensamiento computacional e interdisciplinariedad en el aula, desarrollado dentro del Universidad Estatal de Sao Paulo (UNESP), Rio Claro (Sao Paulo), Brazil. Se destaca el desarrollo de actividades interdisciplinarias por parte de los docentes, utilizando el software Scratch, senalando como esto se refleja en el aula, a partir del desarrollo de una actividad interdisciplinaria en dos clases impartidas por la maestra de Geografia, participante de esta accion formativa. Se adopto el enfoque cualitativo y los procedimientos metodologicos utilizados fueron grabacion de video de las reuniones, redaccion de diarios de campo preparados por todos los proponentes involucrados y grabacion de todas las actividades desarrolladas. A partir del analisis de datos, se destaca la importancia de esta asociacion entre la universidad y la escuela, porque contribuyo a transformar el conocimiento de profesores, investigadores y estudiantes a traves del desarrollo del pensamiento computacional. EnglishIn this paper, the purpose is to discuss results of a continuing education action with teachers, linked to the university extension project Computational Thinking and Interdisciplinarity in the classroom, developed within the Postgraduate Program in mathematics education at Sao Paulo State University (UNESP), Rio Claro (Sao Paulo), Brazil. The development of interdisciplinary activities by teachers using Scratch software is highlighted, pointing out how this is reflected in the classroom, from the development of an interdisciplinary activity in two classes taught by the teacher of Geography, a participant of this formative action. The qualitative approach was adopted, and the methodological procedures used were video recording of the meetings, writing of field diaries, prepared by all the involved proposers, and recording of all the developed activities. Data analysis highlights how important this partnership between university and school was because it contributed to transform the knowledge of teachers, researchers, and students through the development of Computational Thinking.