TEACHING COMPUTER SCIENCE AND SUSTAINABILITY: SCRATCH AS A TOOL FOR COMPUTATIONAL THINKING WITH THE CENTRAL THEME OF AGROECOLOGY

Abstract

This article aimed to analyze and describe, based on the defined studies, the contributions that using Scratch can bring to the appreciation and understanding of environmental sciences, highlighting its role and potential directly in teaching practices and the teaching and learning process developed in the classroom. The research was carried out at the Federal Institute of Education, Science, and Technology of Amazonas – IFAM, Maués campus, with 1st-year students of the integrated high school technical course in computer science, class of 2025. The research used a quali-qualitative approach, interpreting quantitative information through numerical symbols and qualitative data through observation, participatory interaction, and interpretation of the subjects’ discourse (KNECHTEL, 2014, p.106). The methodology involves creating group projects efen students developed digital activities in Scratch focused on valuing environmental sciences. By developing environmental education activities through collaborative projects, it was noticed that the collective construction of knowledge opens the way to new ways of understanding and interacting with the environment, aligning with the principles of agroecology which, as Altieri (1987, 1995) argues, is not limited to just cultivation techniques but constitutes a scientific, ethical, and social approach.