Papert: programação e a busca por um plano de aulas construcionista
Data
2022-08-12
Autores
Prado, Claudiane Oliveira do 
Orientadores
Souza, Renato Marcone José de
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A utilização da programação nas propostas pedagógicas não é um assunto novo e aumentou consideravelmente nos últimos anos, mas ainda necessita de aprofundamento nas práticas pedagógicas e reflexões sobre sua integração ao currículo, principalmente no ensino fundamental inicial. A presente pesquisa busca unir o potencial da programação e o interesse que o uso de tecnologia exerce nos alunos, para, a partir desse cenário investigativo, refletir sobre os potenciais e as limitações dessa prática pedagógica. Foi realizada pesquisa de natureza qualitativa em escola de São Bernardo do Campo, com alunos do quarto ano do ensino fundamental. Os dados foram obtidos por meio de observação das aulas, por depoimentos, por entrevistas, por informações registradas em áudio, vídeo e escritas. Para a elaboração do plano de aulas, foi estudada a obra de Seymour Papert, tendo o construcionismo como princípio norteador da proposta. Um desafio que surgiu foi como avaliar essa prática pedagógica, de forma alinhada com as ideias do autor. Não tendo encontrado na literatura a visão de Papert sobre avaliação, foi realizada entrevista com Ann Berger Valente (Apêndice A), que contribuiu relatando suas observações e suas conversas com o pesquisador. Com este trabalho pretende-se contribuir com as discussões sobre o tema e refletir sobre as práticas pedagógicas que possibilitam a elaboração e a execução de um projeto dos alunos, incentivando o protagonismo e a resolução de problemas. Observou-se a possibilidade de trabalhar conteúdos matemáticos, aliados à programação, com crianças em um contexto de pandemia e como avaliar esse tipo de trabalho pedagógico.
The use of programming in pedagogical proposals is not a new subject and has increased considerably in recent years, but it still needs to be deepened in pedagogical practices and reflections on its integration into the curriculum, especially in early elem entary education. The present research seeks to unite the potential of programming and the interest that the use of technology exerts on students, to, from this investigative scenario, reflect on the potential and limitations of this pedagogical practice. A qualitative research was carried out in a school in São Bernardo do Campo, with students in the fourth year of elementary school. Data were obtained through observation of classes, testimonies, interviews, and information recorded in audio, video, and wr iting. For the elaboration of the lesson plan, the work of Seymour Papert was studied, having constructionism as the guiding principle of the proposal. A challenge that emerged was how to evaluate this pedagogical practice, in line with the author's ideas. Not having found Papert's view on evaluation in the literature, an interview was conducted with Ann Berger Valente, who contributed by reporting her observations and conversations with the researcher . It is intended to contribute to the discussions on the subject and to reflect on the pedagogical practices that allow the elaboration and execution of a project for the students, encouraging them to be protagonist and problem solving. It was observed whether it is possible to work with mathematical content co mbined with programming with children in a pandemic context and how to evaluate this type of pedagogical work.
The use of programming in pedagogical proposals is not a new subject and has increased considerably in recent years, but it still needs to be deepened in pedagogical practices and reflections on its integration into the curriculum, especially in early elem entary education. The present research seeks to unite the potential of programming and the interest that the use of technology exerts on students, to, from this investigative scenario, reflect on the potential and limitations of this pedagogical practice. A qualitative research was carried out in a school in São Bernardo do Campo, with students in the fourth year of elementary school. Data were obtained through observation of classes, testimonies, interviews, and information recorded in audio, video, and wr iting. For the elaboration of the lesson plan, the work of Seymour Papert was studied, having constructionism as the guiding principle of the proposal. A challenge that emerged was how to evaluate this pedagogical practice, in line with the author's ideas. Not having found Papert's view on evaluation in the literature, an interview was conducted with Ann Berger Valente, who contributed by reporting her observations and conversations with the researcher . It is intended to contribute to the discussions on the subject and to reflect on the pedagogical practices that allow the elaboration and execution of a project for the students, encouraging them to be protagonist and problem solving. It was observed whether it is possible to work with mathematical content co mbined with programming with children in a pandemic context and how to evaluate this type of pedagogical work.
Descrição
Citação
Prado, Claudiane Oliveira do. Papert: Programação, avaliação e a busca por um plano de aulas construcionista. 2022. 74 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Instituto de Ciências Ambientais, Químicas e Farmacêuticas, Universidade Federal de São Paulo, Diadema, 2022.