How a Conference in Italy Helped Bring Computational Thinking to Public Schools in Southern Brazil.
In 2017, only 21.3% of Brazil’s population had basic digital skills — a concerning indicator of the country’s technological gap. That same year, Professor Edimar Mânica attended a lecture by Francesco Profumo, former Italian Minister of Education, at the 41st Annual IEEE Computer Software and Applications Conference (COMPSAC 2017) in Turin, Italy.
Edimar, who had recently completed his PhD in databases, was struck by Profumo’s question: What skills should be developed throughout basic education to truly prepare students for the future job market? A market that was already accelerating toward digital transformation.
The question stayed with him. No longer satisfied with purely theoretical research, he wanted to help change public education in his region. The first step was to engage his students from the technical computing program, encouraging them to complete their internships in public schools. In the very first meeting with teachers and students, the foundation for future research projects began to take shape through collaboration.
Two students started their internships in a school in Quinze de Novembro, a small town in southern Brazil. They were invited to share which skills they wanted to teach: gamification, block-based programming, and robotics. From these ideas, they developed hands-on activities — and both students and teachers responded enthusiastically.
Edimar’s team found a solid foundation in the principles of Education 4.0, which integrates technology with traditional teaching. This means digital tools become part of everyday instruction. But with so many options and adaptable content, a key question emerged: Where to begin?
First, the team needed to understand the teaching styles of each educator and how technology could enhance their lessons. The initial focus was on early elementary grades, where one teacher typically handles all subjects, leading to diverse teaching approaches.
Once again, collaboration was key. Meetings with educators helped map classroom realities and tailor tech-based solutions to each context.
With this understanding, the team introduced gamification strategies using the platform Kahoot!, which allows users to create interactive quizzes. Based on teachers’ feedback, the team of student interns built customized Kahoots for each class, targeting the students’ most common difficulties.
While applying the quizzes, they collected data on student interaction and areas for improvement. Teachers played a central role: “They reviewed the content, made corrections, and offered suggestions on timing and layout,” says Edimar.
The impact was immediate — and surprising. Some students skipped recess just to keep playing, and teachers began requesting training to create their own Kahoots. For Edimar, it was the confirmation he needed: “We realized that this methodology works — and we showed that to the teachers too.”
Identifying what works for young children was one of the team’s greatest challenges. Fortunately, they had expert partners: “We relied on the school teachers, who knew the skills expected at each grade level. And we brought in our technical computing expertise,” Edimar explains.
From this collaboration came strategies to make abstract concepts tangible. One example: the steps of an algorithm were taught as the steps for making a pizza. One student played the role of a “robot,” and another acted as the programmer, giving commands.
Combining unplugged (no devices) and plugged (with devices) computing activities allowed the same concepts — such as algorithms — to be adapted for various age groups. Tying lessons to students’ everyday experiences also increased engagement and participation.
Eventually, off-the-shelf tools no longer met the project’s needs. The team decided to create a custom solution for young learners. With the right knowledge and tools, they set out to develop an educational game that would be both engaging and pedagogically effective.
Where to start? As scientists, they began with research. Edimar and his student researchers explored academic literature to define the pedagogical and technical requirements for a game aimed at digital literacy. The result was LIPE 1.0, which they tested with students and teachers.
To captivate young learners, they created a compelling story: LIPE the robot hits his head and loses his memory. He no longer knows how to follow algorithms. Can the students help him learn again? Their mission is to perform movements, recognized by artificial intelligence, to retrain the robot.
Version 2.0 incorporates improvements based on classroom feedback, such as faster facial recognition and shorter on-screen text — making the game more accessible and fluid for younger players.
As the project expanded, new opportunities emerged. It was time to bring computational thinking to high school. While the team had refined strategies for younger students, teenagers posed different challenges.
“We noticed that high school students needed much more motivation. In early grades, any activity we proposed was met with enthusiasm. But in high school, there was resistance,” Edimar notes.
After better understanding their audience, the team adjusted their approach. Resistance came mainly from students uninterested in tech careers. The solution? Show them how computational thinking is relevant across professions.
“Computational thinking isn’t just for those going into computer science. It’s useful for all careers. If I become a surgeon, I might perform robotic surgery. If I become a farmer, I’ll need to understand GPS to program a sprayer. There’s no escaping technology,” Edimar emphasizes.
