Connecting sociocultural aspects to computational thinking in unplugged activities in elementary education

Abstract

The insertion of computational thinking in elementary education has been valued in modern education. However, most of the teachers are not trained in computing to work with these contents. Some initiatives use unplugged activities due to limited resources in schools. However, we identified that the proposals do not connect the socio-cultural aspects of the public involved and computational thinking. This article assesses the absence of these socio-cultural aspects and proposes an inclusive activity contemplating all these factors.