Atividades desplugadas na formação de professores do atendimento educacional especializado: o pensamento computacional no contexto inclusivo
This research aimed to analyze the contributions of Computer Science Unplugged activities to the development of Computational Thinking by teachers from the Specialized Educational Service (SES). For this purpose, a remote training course named “Computational Thinking and Inclusion” was developed...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/32081 |
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| Resumo: | This research aimed to analyze the contributions of Computer Science Unplugged activities to
the development of Computational Thinking by teachers from the Specialized Educational
Service (SES). For this purpose, a remote training course named “Computational Thinking
and Inclusion” was developed and applied, aimed at SES' teachers, which had as a
methodological approach the formative research (GUZMÁN and LY, 2017; GÓMEZ, 2007),
in view of promoting development of Computational Thinking for problem solving.
Computational Thinking is conceived as a set of essential skills for 21st century citizens and
is based on the theoretical contributions that substantiate Mathematics, Engineering and
Computer Science (WING, 2006, 2008 2011, 2016; RIBEIRO, FOSS and CAVALHEIRO,
2017). Given the nature of theteacher training to promote inclusive education in this research,
we opted to carry out Computer Science Unplugged activities (BELL; WITTEN and
FELLOWS, 2015; BRACKMANN, 2013), since this approach proved to be the most
democratic and accessible for application by teachers and students in different spaces with
different technological infrastructures at their disposal. Inclusive education is understood as
the transformation of education and traditional school spaces into practices and actions that
enable the effective participation, learning and social inclusion of students with disabilities
(BRASIL, 1994, 1996, 2008, 2012, 2014; GUIJARRO, 2005; MANTOAN, 2003). This
research is characterized as applied research (SILVEIRA and CÓRDOVA, 2009) of an
interpretive paradigm, considering that during the analysis, meaning was attributed to the
observed facts during the application of the training course. The research corpus were 4
teachers from SS. The study of the state of the art was carried out through a literature review.
Data collection with the research subjects was performed using electronic forms and records
of the teachers' solution to the proposed problems and they were sent through Google
Classroom. The literature review pointed to a deficit, in Brazil, of research that addresses or
promotes teacher education for the development of Computational Thinking from the
perspective of inclusive education. From the records sent by the teachers, the training profile
of these teachers was analyzed, the previous knowledge about Computational Thinking, and
the impacts that the training had on the development and understanding about Computational
Thinking. With that, it was possible to observe that the Unplugged Computing activities,
combined with the formative research approach, corroborated for the development of
Computational Thinking skills in teacher education from the perspective of inclusive
education. |
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