The first edition of Codifica+ attracted over 250 applications from teachers working in more than 150 public schools in Goiás, at the municipal, state, and federal levels.
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259 Applications from over 150 schools |
32 Municipalities reached |
55 Certified teachers |
The registered teachers taught 22 different curriculum components, covering both technological and non-technological areas, which demonstrates the broad applicability of computational and coding skills, regardless of the participants’ areas of specialisation.
Content developed for the Brazilian context
Codifica+ was developed with the reality of public education networks and the educational context in mind. For this reason, the course included both unplugged activities (not requiring the use of technology or internet access in the classroom) and plugged activities (involving the use of technology), so that its content could be applied universally.
The inclusion of content related to Diversity, Equity, and Inclusion is a unique feature of the course created for Brazil. These topics were not limited to specific activities but were embedded throughout the content, presented as part of the teaching possibilities offered by Computational Thinking.
Finally, all course materials were written in gender-neutral language and reviewed by the technical committee, with the aim of avoiding the exclusion of individuals based on gender, sexuality, or other aspects of identity.
General perceptions
- Teachers expressed satisfaction with the training topics and materials, highlighting their relevance and applicability to classroom teaching.
- The vast majority of participants stated they were satisfied with the weekly workload of tasks proposed by the course.
- The live sessions were valued as an important resource to support the learning process.
- After the course, teachers reported an increase in the use of unplugged activities and the Use-Modify-Create (UMC) approach, as well as strengthened practice of plugged activities and the Project-Based Learning (PBL) methodology.
- Teachers appreciated the programme’s emphasis on racial and gender inclusion. Some of these teachers reported already implementing strategies to promote these values in their classrooms.
In the teachers’ own words:
"Really excellent material, which I use in my mathematics and chemistry lessons for the first year of secondary school, and also in science to show them other horizons […] The idea that computational thinking doesn’t have to be tied to the internet, that we can work on this thinking offline. This helped me a lot; it opened me up to other ways of thinking and teaching my subjects. So, I found the course very positive."
"What really helped me was the teaching component, because I used to do many things intuitively and couldn’t even analyse how I was doing them. It was at that moment that I truly applied computational thinking to understand what I was doing and then to explain it in a way that was also clear and accessible for my students."
"The alignment of the course proposal with the BNCC was very positive because, when planning, we could base ourselves on the skills and competencies that the BNCC requires us to bring into the classroom."
"The course offered an interesting approach to Computational Logical Thinking, reinforcing fundamental concepts I already possessed. Regarding Computational Modelling, the content was introductory and aligned with my prior knowledge, working more as a structured review than a significant advancement. However, the way the topics were addressed brought new perspectives and practical applications that complemented my experience."
“I liked the way the materials were prepared, their design and layout. The pages were well structured, without dull content. I also particularly liked the initial unit because the content was well detailed. The teaching approach of the materials greatly helped the pedagogical aspect, in the way the subject was presented to the students.”
“Codifica+ brought me a new perspective: I am not the holder of all truth; I am a teacher, a guide. I don’t have all the knowledge – if only I did. Fortunately, I didn’t just learn in this course. I understood what the course proposes, and now I am learning through my classroom practice, with the successes, which are often short-sighted, and the mistakes, which are reasons to rethink, be flexible with planning, and start again to get it right.”