REMEDIATION AS A PEDAGOGICAL STRATEGY FOR THE DEVELOPMENT OF THE PORTUGUESE LANGUAGE AND COMPUTATIONAL THINKING

Abstract

In this article, we propose remediation as a pedagogical strategy that integrates the teaching of the standard norm of the Portuguese language with the development of computational thinking, respecting linguistic variation and its role in students' communicative competence. Based on studies on remediation (Bolter and Grusin, 1999), language development (Vygotsky, 2001; Faraco, 2015), and the conceptualization and problematization of computational thinking (Wing, 2006; Grover and Pea, 2018; Foohs et alii, 2025), the article also incorporates the theory of writing as a recursive process (Flower and Hayes, 1981), highlighting the relationship between planning, revision and textual adaptation in the teaching of writing and programming. The proposal presents a didactic sequence structured in three phases: textual authorship, remediation for digital narratives, and construction of algorithms in the computational environment. The aim is to develop skills such as cohesion, coherence, abstraction, and algorithmisation while encouraging creativity and reflection on the adequacy of linguistic registers in different contexts. Inspired by the vision of Flower and Hayes (1981), we argue that writing should be understood as a dynamic and interactive process, in which students improve their productions as they restructure their narratives in the digital environment. We consider, however, that the integration of computational thinking into writing should occur in a balanced way, avoiding reductionist approaches that subordinate the complexity of language to computational logic. Although its implementation requires adaptations to the specific conditions of each school, the methodology is especially suitable for after-school hours focused on creative writing and digital narratives. Remediation enhances interdisciplinary learning, creating opportunities for meaningful and contextualized education that values linguistic and computational skills. Finally, we suggest that future research explore the practical application of the proposal in different educational contexts, analyzing its impact on learning and the challenges faced by teachers.