Abstract
Experiencing the city as a learning space implies interweaving its various times, spaces, and its human and non-human, digital, biological, historical, and economic dimensions, among others. Understanding the city as a living, complex, and communicative entity moves away from the anthropocentric worldview, establishing other forms of communication, dwelling, and learning. Therefore, this article presents the development process of a gamified pedagogical practice whose goal is to understand how the co-engagement between various constituent entities of the city produces computational thinking in the perspective of inventive learning, according to a proposal of OnLIFE Education. This practice is part of the research project A cidade como espaço de aprendizagem: práticas pedagógicas inovadoras para a promoção da cidadania e dodesenvolvimento social sustentável, financed by Fundação Carlos Chagas and Itaú Social, and developed by the Digital Education Research Group — GPe-dU, UNISINOS/CNPq. This qualitative study uses the cartographic method of research-intervention to produce and analyze data. As a result, we present clues that allow us to understand the emergence of computational thinking to explore the city, as well as the need for innovation in pedagogical practices from the problematization of the world for an Education connected to life.