There is a growing presence of technology in the daily lives of elementary school students,
with a recent exponential rise due to the constraints of remote teaching during the COVID-19
pandemic. It is important to understand how the education system can contribute to helping students
develop the required skills for technological careers, without neglecting its obligation to create
conditions that allow them to acquire transversal skills and to enable them to exercise full citizenship.
The integration of Educational Robotics and block programming activities in collaborative learning
environments promotes the development of computational thinking and other ICT skills, as well as
critical thinking, social skills, and problem solving. This paper presents a theoretical proposal of a
didactic sequence for the introduction to educational robotics and programming with Scratch Jr. It is
composed of three learning scenarios, designed for elementary school teaching. Its main goal is to
create conditions that favour the development of computational thinking in a collaborative learning
environment. With increasing complexity and degree of difficulty, all the tasks root from a common
problem: How can we create an algorithm that programs the robot/sprite to reach a predetermined
position?
Keywords: computational thinking; educational robotics; Scratch Jr; elementary school;
collaborative learning