Formação continuada em pensamento computacional para professores do ensino fundamental: computação desplugada nas práticas educativas
In line with world trends, Brazil recently approved the National Common Curricular Base (BNCC) and included 10 general competencies that students must achieve by the last stage of Basic Education. These general competencies are related to those identified in the international scenario as necessar...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/48475 |
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| Resumo: | In line with world trends, Brazil recently approved the National Common Curricular Base
(BNCC) and included 10 general competencies that students must achieve by the last stage of
Basic Education. These general competencies are related to those identified in the
international scenario as necessary for the formation of citizens and professionals in the 21st
century. Among these skills, those related to Computational Thinking stand out, which
involve pattern recognition, abstraction, logical reasoning, creative thinking, all culminating
in the ability to solve problems, which is considered one of the most important skills in the
current social and professional life. As a result, the training of students, in today's social,
cultural, professional and technological scenario, requires teachers to have new skills and
professional competences that were not given to them during their initial training. Therefore,
for teachers to stimulate Computational Thinking with students, it is necessary to train them
for a change of mentality about pedagogical possibilities in the face of conditions of
technological scarcity in their work environment, as well as for knowledge about what is and
how to apply it in teaching and learning processes. It is in this context that this work aims to
contribute by presenting a model of continuing education in Computational Thinking capable
of stimulating the development of skills related to the subject in teachers, motivating them to
take this knowledge to their students through practices of Unplugged Computing in schools. .
The work systematized a first version of the continuing education course in Computational
Thinking for teachers, which took place in 2019, in face-to-face format, within the scope of
the Norte-rio-grandense Program of Computational Thinking, which served as a pre-test to
evaluate the strategies, methodologies and resources applied in order to propose
improvements for the construction of a new training model. The new version of the course
was taught in 2020 following the model proposed in this work, adapting to the online format
due to the reality imposed by the Covid-19 pandemic. The results obtained indicate that some
teachers understood the concept of Computational Thinking, learned how to integrate the PC
in their teaching practices and developed the technological pedagogical knowledge of the
content. In addition, comparing the two editions of the course, it was possible to verify that
the presential offer helped in the execution of practical and collaborative activities, but had a
negative impact on the teachers' routine due to the need to travel to the training unit. On the
other hand, the online offer ensured greater adhesion and participation of teachers, but made it
difficult to apply the evaluation in pairs. It is concluded, therefore, that training with a
practical bias, which focuses on the acquisition of skills and competences, allows the
development of the expected potential to build a teaching identity that matches the
contemporary needs of the profession, stimulating the ability to solve problems and the
development of technological pedagogical knowledge about Computational Thinking, which
includes the curation and creation of materials related to the theme, as well as the application
of educational practices in schools in the teaching network. |
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