Dificuldades de aprendizagem em lógica de programação em cursos de geoprocessamento na educação a distância: uma revisão bibliográfica (2006 - 2025)

Abstract

This study analyzed learning difficulties in Programming Logic within the context of Geoprocessing, examining how cognitive, pedagogical, and technological factors influence student performance in Distance Education environments. The investigation was developed through a qualitative bibliographic research, composed of the analysis of 17 works published between 2006 and 2025, selected for their relationship with Programming Logic, Distance Education, active methodologies, geotechnologies, and teacher training. The results indicated that the main barriers faced by students stem from the need for conceptual abstraction, the absence of prerequisites such as logical reasoning, text interpretation, and mathematical knowledge, and the amplifying effect of academic isolation characteristic of virtual environments, marked by the lack of synchronous interactions, affective mediation, and immediate pedagogical support. It was also observed that active methodologies, gamification, collaborative practices, and emerging technologies, such as digital assistants and visualization resources, demonstrate potential to mitigate such difficulties when articulated with adequate teacher mediation. The synthesis shows that overcoming the challenges in learning Programming Logic in blended learning courses depends on the integration of pedagogical innovation, continuous teacher training, improved mediation, and the incorporation of strategies that favor engagement, autonomy, and the development of computational thinking.