2025-03-102025-03-102020-03-05AVELAR, Daniela Karine Maravalho. As inteligências múltiplas e o aprendizado do pensamento computacional: um estudo de caso na educação básica através do jogo smart++. Orientadora: Fabíola Pantoja Oliveira Araújo. 2020. 79 f. Trabalho de Conclusão de Curso (Bacharelado em Ciência da Computação) – Faculdade de Computação, Instituto de Ciências Exatas e Naturais, Universidade Federal do Pará, Belém, 2020. Disponível em:. Acesso em:.https://bdm.ufpa.br/jspui/handle/prefix/7800The introduction of programming logic in schools enables the improvement of various skills and can consolidate computational thinking. According to this premise, experiences using computing as a tool in the classroom have become increasingly common, as they provide critical reasoning, problem solving and develop creativity. The insertion of computational thinking in the school routine helps in the development of multiple intelligences, a theory that has been gaining more and more strength by valuing the individual potential of children, improving their performance and enhancing their skills. The studies pointed to the existence of 8 types of intelligence exploited by humans: logical-mathematical, linguistic, spatial, physical-kinesthetic, interpersonal, intrapersonal, musical and naturalistic. Through this perception of introduction to computational thinking, together with the stimulation of multiple intelligences, this work focused on collecting information through a questionnaire, development and application of the Smart++ game in a specific programming school for children and adolescents, with ages 8 to 11 years. The objective was to verify the abilities of children related to multiple intelligences before and after having the practice of computational thinking, verifying whether this practice was an important factor in stimulating these intelligences. In view of the results obtained, it was observed through observation, a significant evolution of students who, throughout the semester, received programming classes and, at the end of that period, demonstrated greater ease of learning new tools, concentration and focus for the resolution of the tasks proposed in the classroom, in addition to good teamwork. Through the results, the questionnaire showed that linguistic, corporal, musical and interpersonal intelligences add up to more than 50% positive feedback, therefore, they are being well stimulated, while mathematical, spatial and intrapersonal intelligences add up to a maximum 47%, showing that these areas need to be analyzed carefully by parents and educators. In the game, tasks that did not involve writing (typing) added up to an average of 53.75 seconds to complete the phase, showing the children’s ease in activities that do not involve externalizing through words, while activities that needed the subjectivity of writing presented an average of approximately 4 minutes to complete. The software Smart++ was used to assess children’s intelligences and can be used in the development of those same intelligences, however, it is indicated that its use is made with the accompaniment of a specialized professional (psychopedagogists or psychologists), capable of identify and interpret the behavioral changes of each child, assessing them holistically.Acesso AbertoPensamento computacionalLógica de programaçãoInteligências múltiplasJogos educativosProgramming logicComputational thinkingMultiple intelligencesEducational gamesCNPQ::CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAOTrabalho de Curso - Graduação - Monografia