2026-10-012026-10-012025-01-15GUSMÃO, Elias Alves. Possíveis relações dos pilares do Pensamento Computacional com as etapas da resolução de problemas de George Polya e os níveis da taxonomia de Bloom. Orientador, Pedro Franco de Sá. 2026. 106 f. Dissertação (Mestrado em Educação) – Centro de Ciências Sociais e Educação. Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/305AbertoPensamento ComputacionalResolução de ProblemasTaxonomia de BloomEducação MatemáticaFormação de ProfessoresComputational ThinkingProblem SolvingBloom's TaxonomyMathematics EducationTeacher TrainingDissertaçãoCiências Exatas e da TerraThis research investigated the possible relationships between the pillars of Computational Thinking (CT), the problem-solving stages proposed by George Polya, and the levels of Bloom's Taxonomy. The central objective was to analyze how these theoretical structures are articulated and manifested in Brazilian official educational documents, such as the BNCC and Law No. 14,533/2023. The methodology was characterized as qualitative research of a theoretical and documentary nature, structured in stages of bibliographic review, systematization of descriptors, and analogical analysis. Through the review of studies, a correlation was established between the pillars of CT (Decomposition, Pattern Recognition, Abstraction, and Algorithms) and the categories of Polya and Bloom, resulting in the construction of an unprecedented synthesis framework. It is concluded that the functional integration proposed by the framework contributes to teacher training by converting complex theories into a practical planning tool. The results offer Mathematics teachers an analytical framework that enhances pedagogical content knowledge, allowing them to identify and transform the use of PC in textbooks into strategic resources for the development of higher-order cognitive processes and the promotion of students' intellectual autonomy.PPGED - Formação de professores e práticas pedagógicas