Pensamento computacional para docentes: uma proposta de formação docente apoiada pelo processo de alfabetização de adultos de Paulo Freire
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Data
2023-02-14
Autores
Pazin, Anderson
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Universidade Estadual Paulista (Unesp)
Resumo
Ensinar sobre pensamento computacional vai além de ensinar a programar, da mesma forma que alfabetizar é muito mais do que ensinar a escrever, pois assim como a escrita é uma forma de se expressar e possibilita novas formas de pensar, o pensamento computacional pode estimular novas formas para resolver problemas. Ao considerar essa possibilidade, a presente pesquisa tem por objetivo organizar e desenvolver um curso de formação para docentes, como resultado das pesquisas voltadas aos conceitos de pensamento computacional e como aplicá-los em atividades relacionadas ao ensino escolar. Toma-se como referência o pensamento do educador Paulo Freire, que tem no processo de conhecimento a condição inicial para a conscientização. Dessa maneira, o curso proposto fundamenta-se em conceitos da proposta freiriana de alfabetização de adultos. Para validar a formação, foram aplicados dois projetos piloto, com grupos heterogêneos de participantes e com abordagens diferentes. Os participantes foram convidados, voluntariamente, a responder um conjunto de questionários com o intuito de apontarem pontos positivos, negativos, dificuldades, facilidades e percepção de conhecimentos desenvolvidos durante a formação. As respostas foram analisadas a partir de um estudo qualitativo, utilizando-se da técnica de análise de conteúdo. Como resultado acredita-se que o curso atingiu níveis satisfatórios na formação dos docentes.
Teaching about computational thinking goes beyond teaching programming, in the same way that teaching literacy is much more than teaching writing, because just as writing is a way of expressing oneself and enables new ways of thinking, computational thinking can stimulate new ways to solve problems. By considering this possibility, this research aims to organize and develop a training course for teachers, as a result of research focused on the concepts of computational thinking and how to apply them in activities related to school teaching.The thought of the educator Paulo Freire is taken as reference, who has in the process of knowledge the initial condition for awareness. Thus, the proposed course is based on concepts from Freire's proposal for adult literacy. To validate the training, two pilot projects were applied, with heterogeneous groups of participants and with different approaches.Participants were voluntarily invited to answer a set of questionnaires with the aim of pointing out positives, negatives, difficulties, facilities and perception of knowledge developed during training. The answers were analyzed from a qualitative study, using the technique of content analysis. As a result, it is believed that the course reached satisfactory levels in teacher education.
Teaching about computational thinking goes beyond teaching programming, in the same way that teaching literacy is much more than teaching writing, because just as writing is a way of expressing oneself and enables new ways of thinking, computational thinking can stimulate new ways to solve problems. By considering this possibility, this research aims to organize and develop a training course for teachers, as a result of research focused on the concepts of computational thinking and how to apply them in activities related to school teaching.The thought of the educator Paulo Freire is taken as reference, who has in the process of knowledge the initial condition for awareness. Thus, the proposed course is based on concepts from Freire's proposal for adult literacy. To validate the training, two pilot projects were applied, with heterogeneous groups of participants and with different approaches.Participants were voluntarily invited to answer a set of questionnaires with the aim of pointing out positives, negatives, difficulties, facilities and perception of knowledge developed during training. The answers were analyzed from a qualitative study, using the technique of content analysis. As a result, it is believed that the course reached satisfactory levels in teacher education.
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Palavras-chave
Scratch, Educação Inclusiva, Capacitação docente, Alfabetização computacional, Midia e tecnologia, Inclusive education, Teacher training, Computational literacy, Media and technology