Perspectivas de professores de Matemática: pensamento computacional e práticas pedagógicas
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Data
2021-09-09
Autores
Santos, Leandra dos
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Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa de mestrado apresentada nesta dissertação é de cunho qualitativo e objetiva identificar quais as perspectivas que professores de Matemática têm em relação ao pensamento computacional e a incorporação dele em suas práticas pedagógicas. Para isso, foram realizados encontros, nos formatos presencial e remoto, via Skype, com dois professores licenciados em Matemática que atuam na Escola Estadual Professora Carolina Augusta Seraphim, localizada no município de Rio Claro/SP, a fim de promover, coletivamente, momentos de estudo e de discussões sobre o tema. Tais discussões versaram, incialmente, sobre as perspectivas dos professores a respeito do pensamento computacional associado às práticas pedagógicas de cada um. Posteriormente, ocorreram leituras e reflexões acerca de textos presentes na literatura sobre o tema, desde seu surgimento até as discussões sobre sua incorporação na Educação Básica no contexto internacional. Além disso, nos encontros com os professores também foram abordadas as diretrizes preconizadas na Base Nacional Comum Curricular quanto ao pensamento computacional associado ao componente curricular Matemática. Com base no que foi discutido e nas perspectivas indicadas por eles, foram planejadas e desenvolvidas aulas envolvendo elementos do pensamento computacional, em turmas de oitavo e nono ano dos anos finais do Ensino Fundamental, que foram gravadas em áudio e contaram com registro fotográfico das atividades desenvolvidas pelos estudantes. Após o desenvolvimento das aulas planejadas, ocorreram entrevistas semiestruturadas individuais com cada docente, também gravadas em áudio. No período concomitante aos encontros, foi realizada a observação participante das aulas de Matemática ministradas pelos professores participantes da pesquisa, a partir das quais foram elaboradas notas de campo. Os dados produzidos com os procedimentos metodológicos adotados foram triangulados e a análise indicou que houve um movimento nas perspectivas desses professores a partir da postura reflexiva que assumiram com as ações propostas, de modo que emergiram discussões sobre distintos elementos do pensamento computacional, bem como possibilidades para incorporá-lo em suas práticas pedagógicas, considerando o trabalho que desenvolvem enquanto docentes e o contexto em que atuam. De forma geral, o pensamento computacional foi indicado pelos participantes da pesquisa como algo associado à organização do pensamento dos estudantes, a qual deve estar vinculada a uma prática pedagógica que propicie tal organização. Além disso, as perspectivas dos professores também sugeriram que muitos elementos do pensamento computacional constituem uma estruturação do pensar que é comum à própria Matemática, compartilhando, em diversos aspectos, do pensamento matemático, principalmente no que diz respeito ao pensamento algorítmico e à resolução de problemas. Dessa forma, quanto à possível incorporação do pensamento computacional nas práticas pedagógicas pelo processo reflexivo de articular a teoria estudada e a prática, além da necessidade de formação e novas leituras sobre o tema, foi destacada a importância de que o professor reflita sobre os processos que já desenvolve em sala de aula, valorizando-os e agregando novas mídias às ações realizadas, a fim de que os estudantes possam desenvolver o pensamento computacional.
The master's research presented in this dissertation has a qualitative nature and aims to identify which perspectives mathematics teachers have in relation to computational thinking and its incorporation in pedagogical practices. For this, meetings were held, in face-to-face and remote formats via Skype, with two teachers degreed in Mathematics who worked at the State School Professora Carolina Augusta Seraphim, located at Rio Claro/SP, in order to promoting moments of study and discussion on the topic collectively. Initially such discussions focused with the teacher’s perspectives regarding computational thinking associated with their own pedagogical practices. Subsequently, there were readings and reflections on texts present in the literature on the subject, from its emergence to discussions on its incorporation in Basic Education in the international context. In addition, during the meetings with the professors, the guidelines recommended in the Common National Curriculum Base regarding computational thinking associated with the Mathematics curricular component were also addressed. Based on what was discussed and the perspectives indicated by them, classes involving elements of computational thinking were planned and developed, in classes of eighth and ninth year of the final years of elementary school, which were recorded in audio and had a photographic record of the activities developed by students. After the development of the planned classes, individual semi-structured interviews were held with each teacher, also recorded in audio. During the period concurrent with the meetings, participant observation of the Mathematics classes taught by the professors participating in the research was carried out, from which field notes were prepared. The data produced with the methodological procedures adopted were triangulated and the analysis indicated that there was a movement in the perspectives of these teachers from the reflective posture who they took in the proposed actions, so that discussions emerged on different elements of computational thinking, as well as possibilities to incorporate it into their pedagogical practices, considering the work they develop as teachers and the context in which they work. In general, computational thinking was indicated by research participants as something associated with the organization of students' thinking, which should be linked to a pedagogical practice that provides such organization. In addition, the teachers' perspectives also suggested that many elements of computational thinking constitute a structuring of thinking that is common to Mathematics itself, sharing, in several aspects, mathematical thinking, especially with regard to algorithmic thinking and problem solving. Thus, regarding the possible incorporation of computational thinking in pedagogical practices through the reflective process of articulate the theory studied and practice, in addition to the need for training and new readings on the subject, was highlighted the importance of the teacher's reflection on the processes that it already develops in the classroom, valuing them and adding new media to the actions carried out, so that students can develop computational thinking.
The master's research presented in this dissertation has a qualitative nature and aims to identify which perspectives mathematics teachers have in relation to computational thinking and its incorporation in pedagogical practices. For this, meetings were held, in face-to-face and remote formats via Skype, with two teachers degreed in Mathematics who worked at the State School Professora Carolina Augusta Seraphim, located at Rio Claro/SP, in order to promoting moments of study and discussion on the topic collectively. Initially such discussions focused with the teacher’s perspectives regarding computational thinking associated with their own pedagogical practices. Subsequently, there were readings and reflections on texts present in the literature on the subject, from its emergence to discussions on its incorporation in Basic Education in the international context. In addition, during the meetings with the professors, the guidelines recommended in the Common National Curriculum Base regarding computational thinking associated with the Mathematics curricular component were also addressed. Based on what was discussed and the perspectives indicated by them, classes involving elements of computational thinking were planned and developed, in classes of eighth and ninth year of the final years of elementary school, which were recorded in audio and had a photographic record of the activities developed by students. After the development of the planned classes, individual semi-structured interviews were held with each teacher, also recorded in audio. During the period concurrent with the meetings, participant observation of the Mathematics classes taught by the professors participating in the research was carried out, from which field notes were prepared. The data produced with the methodological procedures adopted were triangulated and the analysis indicated that there was a movement in the perspectives of these teachers from the reflective posture who they took in the proposed actions, so that discussions emerged on different elements of computational thinking, as well as possibilities to incorporate it into their pedagogical practices, considering the work they develop as teachers and the context in which they work. In general, computational thinking was indicated by research participants as something associated with the organization of students' thinking, which should be linked to a pedagogical practice that provides such organization. In addition, the teachers' perspectives also suggested that many elements of computational thinking constitute a structuring of thinking that is common to Mathematics itself, sharing, in several aspects, mathematical thinking, especially with regard to algorithmic thinking and problem solving. Thus, regarding the possible incorporation of computational thinking in pedagogical practices through the reflective process of articulate the theory studied and practice, in addition to the need for training and new readings on the subject, was highlighted the importance of the teacher's reflection on the processes that it already develops in the classroom, valuing them and adding new media to the actions carried out, so that students can develop computational thinking.
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Palavras-chave
Educação Matemática, Educação básica, Base Nacional Comum Curricular (BNCC), Ensino de Matemática, Anos finais do Ensino Fundamental, Mathematical education, Basic education, Common National Curriculum Base, Mathematics teaching, Final years of elementary school