Teaching computer programming to children and adolescents has become popular in recent years. This popularity has resulted in increased research into techniques for teaching introductory programming using visual languages, especially block-based languages. This study aims to explore new possibilities for teaching programming by adopting a hybrid environment between the descriptive and flow-oriented paradigm. The use of the Semiotic Engineering’s Communicability Evaluation Method (CEM), a theoretical line of Human-Computer Interaction based on communication, was applied to assess its usefulness to a high school audience. The teaching activities took place in cycles, with successive refinements, forming an action-research strategy. In this way, we conducted a descriptive case study with a qualitative analysis of the data, in which we collected a participant observation scheme. Our results established that the use of CEM in education was appropriate, that the proposed environment was suitable for the study, and the topics were relevant to the target audience.

近年来，对儿童和青少年进行计算机编程教学变得很流行。这种流行导致对使用可视语言（尤其是基于块的语言）的入门编程教学技术的研究不断增加。本研究旨在通过在描述性和面向流程的范式之间采用混合环境来探索教学编程的新可能性。使用符号学工程的可交流性评估方法（CEM）（一种基于交流的人机交互理论线）来评估其对高中听众的有用性。教学活动按周期进行，并不断完善，形成了一项行动研究策略。通过这种方式，我们进行了描述性案例研究，并对数据进行了定性分析，我们收集了一个参与者观察方案。我们的结果表明，在教育中使用CEM是适当的，所建议的环境适合于该研究，并且主题与目标受众有关。