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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Formação de professores Pensamento computacional Computação desplugada |
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Formação de professores Pensamento computacional Computação desplugada Bulcão, Jeanne da Silva Barbosa Formação continuada em pensamento computacional para professores do ensino fundamental: computação desplugada nas práticas educativas |
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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. |
| author2 |
Madeira, Charles Andrye Galvão |
| author_facet |
Madeira, Charles Andrye Galvão Bulcão, Jeanne da Silva Barbosa |
| format |
masterThesis |
| author |
Bulcão, Jeanne da Silva Barbosa |
| author_sort |
Bulcão, Jeanne da Silva Barbosa |
| title |
Formação continuada em pensamento computacional para professores do ensino fundamental: computação desplugada nas práticas educativas |
| title_short |
Formação continuada em pensamento computacional para professores do ensino fundamental: computação desplugada nas práticas educativas |
| title_full |
Formação continuada em pensamento computacional para professores do ensino fundamental: computação desplugada nas práticas educativas |
| title_fullStr |
Formação continuada em pensamento computacional para professores do ensino fundamental: computação desplugada nas práticas educativas |
| title_full_unstemmed |
Formação continuada em pensamento computacional para professores do ensino fundamental: computação desplugada nas práticas educativas |
| title_sort |
formação continuada em pensamento computacional para professores do ensino fundamental: computação desplugada nas práticas educativas |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2022 |
| url |
https://repositorio.ufrn.br/handle/123456789/48475 |
| work_keys_str_mv |
AT bulcaojeannedasilvabarbosa formacaocontinuadaempensamentocomputacionalparaprofessoresdoensinofundamentalcomputacaodesplugadanaspraticaseducativas |
| _version_ |
1773966417167646720 |
| spelling |
ri-123456789-484752022-07-12T23:36:56Z Formação continuada em pensamento computacional para professores do ensino fundamental: computação desplugada nas práticas educativas Bulcão, Jeanne da Silva Barbosa Madeira, Charles Andrye Galvão http://lattes.cnpq.br/8447240087585172 https://orcid.org/0000-0002-4460-2877 http://lattes.cnpq.br/2381782879955327 Raabe, André Luís Alice Ramalho, Betânia Leite http://lattes.cnpq.br/1326690619078211 Martins, Cibelle Amorim Formação de professores Pensamento computacional Computação desplugada 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. Alinhando-se com as tendências mundiais, o Brasil recentemente aprovou a Base Nacional Comum Curricular (BNCC) e incluiu 10 competências gerais que os estudantes devem alcançar até a última etapa da Educação Básica. Essas competências gerais estão relacionadas àquelas identificadas no cenário internacional como necessárias à formação dos cidadãos e profissionais do século XXI. Entre essas competências, destacam-se aquelas relacionadas ao Pensamento Computacional, que envolvem o reconhecimento de padrões, abstração, raciocínio lógico, pensamento criativo, todas culminando na capacidade de resolver problemas, que é considerada como uma das habilidades mais importantes no atual contexto social e profissional. Em razão disso, a formação dos estudantes, no cenário social, cultural, profissional e tecnológico da atualidade, exige dos professores novas habilidades e competências profissionais que não lhes foram oportunizadas durante a formação inicial. Portanto, para que os professores estimulem o Pensamento Computacional junto aos estudantes, é necessário formá-los para uma mudança de mentalidade sobre as possibilidades pedagógicas frente às condições de escassez tecnológica em seu ambiente de trabalho, assim como para o conhecimento sobre o que é e como aplicá-lo nos processos de ensino e de aprendizagem. É nesse contexto que este trabalho visa contribuir apresentando um modelo de formação continuada em Pensamento Computacional capaz de estimular nos docentes o desenvolvimento de habilidades relacionadas ao tema, motivando-os a levar esse conhecimento para os seus alunos por meio de práticas de Computação Desplugada nas escolas. O trabalho sistematizou uma primeira versão do curso de formação continuada em Pensamento Computacional para professores, ocorrido em 2019, em formato presencial, no âmbito do Programa Norte-rio-grandense de Pensamento Computacional, que serviu de pré-teste para avaliar as estratégias, as metodologias e os recursos aplicados a fim de propor melhorias para a construção de um novo modelo de formação. A nova versão do curso foi ministrada em 2020 seguindo o modelo proposto neste trabalho, adaptando-se ao formato on-line devido à realidade imposta pela pandemia da Covid-19. Os resultados obtidos indicam que alguns professores compreenderam o conceito sobre Pensamento Computacional, aprenderam como integrar o PC em suas práticas de ensino e desenvolveram o conhecimento pedagógico tecnológico do conteúdo. Além disso, comparando as duas edições do curso foi possível constatar que a oferta presencial ajudou na execução de atividades práticas e colaborativas, mas teve impacto negativo na rotina dos professores pela necessidade de deslocamento até a unidade de formação. Por outro lado, a oferta on-line garantiu maior adesão e participação dos professores, porém dificultou a aplicação da avaliação em pares. Conclui-se, portanto, que uma formação com viés prático, que tem foco na aquisição de habilidades e competências, permite desenvolver o potencial esperado para construir uma identidade docente à altura das necessidades contemporâneas da profissão, estimulando a capacidade de resolver problemas e o desenvolvimento do conhecimento pedagógico tecnológico sobre o Pensamento Computacional, o que inclui a curadoria e a criação de materiais relacionados ao tema, assim como a aplicação de práticas educativas nas escolas da rede de ensino. 2022-07-12T23:36:08Z 2022-07-12T23:36:08Z 2021-12-16 masterThesis BULCÃO, Jeanne da Silva Barbosa. Formação continuada em pensamento computacional para professores do ensino fundamental: computação desplugada nas práticas educativas. 2021. 140f. Dissertação (Mestrado Profissional em Inovação em Tecnologias Educacionais) - Instituto Metrópole Digital, Universidade Federal do Rio Grande do Norte, Natal, 2021. https://repositorio.ufrn.br/handle/123456789/48475 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM INOVAÇÃO EM TECNOLOGIAS EDUCACIONAIS |