Banca de DEFESA: CLAUDIA DA SILVA GOMES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : CLAUDIA DA SILVA GOMES
DATA : 17/12/2021
HORA: 09:30
LOCAL: Porto Alegre
TÍTULO:

COMPUTATIONAL THINKING IN THE TRAINING OF PEDAGOGUES IN THE EARLY YEARS OF BASIC EDUCATION: POSSIBLE INTERSECTIONS

PALAVRAS-CHAVES:

Computational Thinking; Pedagogy; Basic Education

PÁGINAS: 125
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

Schools today need to connect to emerging cultures, innovating and qualifying their teaching and learning practices. The much sought-after quality in education systems depends, among other factors, on teachers’ training of the Early Years of Basic Education and the adequate exploration of competencies foreseen in national guiding documents. Worldwide, Computational Thinking, recognized as a fundamental competence for all subjects, has been introduced in school curricula since Elementary Education. In view of this, the general aim of this research was to analyze where Computational Thinking is or could be approached in the curricula for the initial education of Pedagogues. The secondary objectives were to identify if Computational Thinking is being approached in the initial training of Pedagogues of the Federal Network of Professional, Scientific and Technological Education to work in the Initial Years of Basic Education; if so, how the CT is being approached (in a specific or interdisciplinary way); and to produce an ebook that helps in the problematization of the training of pedagogues and in the scientific development of the theme. The theoretical foundation was based on constructivist and constructionist references, associated with Wing (2016), Valente (2016), Borges (2016), Brackmann (2017), Vicari (2018), Raabe (2020), Tanuri (2000), Saviani (2009), in addition to documents from the Brazilian educational legislation.  Thus, through an exploratory research, with technical procedures of the documental research, were analyzed, inside the pedagogical projects, the ementas of the curricular components of Pedagogy Degree courses of the Federal Network of Scientific and Technological Professional Education, in national scope. Given the objectives of the research, the content analysis based on Bardin (1977) was adopted as a method for analyzing the documents, aiming at the organization and categorization of the data, and the use of the Excel spreadsheet editor. Based on the exploratory research, it was noticed that Computational Thinking is not explicitly described in the initial training curricula. However, it is present in an interdisciplinary way in several curricular components, especially regarding its elements, such as assessment and strategy. It was also understood that these elements are inherent to the professional practice of pedagogues, which also suggests a possible methodological use of Computational Thinking. It was verified, from the results, that Computational Thinking is present in the curricula of the Pedagogy Degree of the Federal Network of Institutes, but in an implicit and unintentional way. Therefore, the issue is still relevant and necessary, since, despite it has already been configured as a national school demand, its problematization, implementation and scientific production are still incipient regarding the teachers’ training of the Initiating Years of Basic Education.

MEMBROS DA BANCA:
Presidente - 1768477 - KAREN SELBACH BORGES
Interno - 1612471 - MARCIA HAFELE ISLABAO FRANCO
Interno - 1796638 - FABIO YOSHIMITSU OKUYAMA
Externo à Instituição - CREDINÉ SILVA DE MENEZES - UFRGS