Early Computing Education in Brazilian Public Schools: Insights from Teachers
DOI:
https://doi.org/10.19153/cleiej.29.4.6Keywords:
Computing education, teacher training, pre-university education, gender, social impactAbstract
This article presents a mixed method study conducted with elementary and secondary school teachers involved in a project that promotes interest in computing through computer science, robotics, and programming in Brazilian public schools. The study examines teachers' perceptions about the impact of the project on their professional development, student learning and participation, and surrounding school and community contexts. The results highlight the importance of early exposure to computing in fostering inclusion and social transformation. Teachers report positive outcomes, including the development of technical skills, increased motivation to teach, and significant improvements in the learning and participation of girls. Broader impacts at the school and community levels, such as increased parental participation, further underscore the role of teachers in initiatives aimed at broadening participation in computing.
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