A abordagem STEAM e aprendizagem baseada em projetos: o desenvolvimento do pensamento computacional nos anos iniciais do ensino fundamental.

Detalhes bibliográficos
Autor(a) principal: Rosa, Thaís de Almeida
Data de Publicação: 2022
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
Texto Completo: http://bibliotecatede.uninove.br/handle/tede/3123
Resumo: This dissertation is linked to the Master's Program in Management and Educational Practices at Universidade Nove de Julho (PROGEPE-UNINOVE), articulated in a special way, to the Line of Research and Methodological Intervention of Learning and Teaching Practices (LIMAPE). The object of investigation proposed here was the analysis of the articulation of the STEAM approach with Project-Based Learning (PBL) and its contributions to the development of Computational Thinking in the early years of Elementary School. As guiding questions for its development, it was defined: What are the principles that support the STEAM approach and Project-Based Learning in the context of Basic Education, especially in the early years of Elementary School? How can the STEAM approach and PBL contribute to the better development of computational thinking in the early years of Elementary School? Did the STEAM approach articulated to the PBL collaborate with the development of competences and skills in tune with the teaching of Computing in Basic Education? What would be the difficulties and challenges to be overcome in this scenario? Based on these concerns, the general objective of the study was to analyze how pedagogical practices based on the STEAM approach and Project-Based Learning (PBL) contribute to the development of Computational Thinking in the early years of Elementary School. The research universe was a confessional and private school institution of Basic Education, in the North Zone of the city of São Paulo, which has approximately 780 students enrolled from kindergarten to the 3rd grade of High School. The participants of this research were 48 students of the 3rd year of Elementary School between 8 and 9 years old. The research adopted a qualitative approach and was developed through intervention research. The data collection instruments were the questionnaire and participant observation. The following were used as main theoretical references: Freire (1987; 1996) and Securato (2017) and Resnick (2017) for the discussion on disruptive and creative education, Bacich (2018; 2020) and Pugliese (2017) on the STEAM approach, in Based Learning in Projects we rely on Bender (2014) and for approaches on Computational Thinking Papert (2008), Wing (2006) and Brackman (2017), among others. In addition, official documents were used, such as the National Common Curricular Base (BNCC) – Brazil/CNE (2018) and the document created for its complementation in terms of the inclusion of Computing in Basic Education – Brazil/CNE (2022). With this study, the main results showed that students learn more easily and autonomously, becoming protagonists. In this context, the STEAM approach articulated with PBL promotes in students the possibility of experiencing projects, seeking solutions based on real situations, which transcend the school in the development of Computational Thinking, providing new paths for a disruptive and creative education and the re-signification of learning in early years of elementary school.
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spelling Terçariol, Adriana Aparecida de Limahttp://lattes.cnpq.br/2550466423628629Terçariol, Adriana Aparecida de Limahttp://lattes.cnpq.br/2550466423628629Gitahy, Raquel Rosan Christinohttp://lattes.cnpq.br/2170926949956746Teixeira, Rosiley Aparecidahttp://lattes.cnpq.br/9920259406963954Fusaro, Márcia do Carmo Filisminohttp://lattes.cnpq.br/9530154078991445Constantino, Paulo Roberto Pradohttp://lattes.cnpq.br/8435853599892598http://lattes.cnpq.br/8683510577722678Rosa, Thaís de Almeida2023-02-03T15:35:16Z2022-12-13Rosa, Thaís de Almeida. A abordagem STEAM e aprendizagem baseada em projetos: o desenvolvimento do pensamento computacional nos anos iniciais do ensino fundamental.. 2022. 157 f. Dissertação( Programa de Mestrado em Gestão e Práticas Educacionais) - Universidade Nove de Julho, São Paulo.http://bibliotecatede.uninove.br/handle/tede/3123This dissertation is linked to the Master's Program in Management and Educational Practices at Universidade Nove de Julho (PROGEPE-UNINOVE), articulated in a special way, to the Line of Research and Methodological Intervention of Learning and Teaching Practices (LIMAPE). The object of investigation proposed here was the analysis of the articulation of the STEAM approach with Project-Based Learning (PBL) and its contributions to the development of Computational Thinking in the early years of Elementary School. As guiding questions for its development, it was defined: What are the principles that support the STEAM approach and Project-Based Learning in the context of Basic Education, especially in the early years of Elementary School? How can the STEAM approach and PBL contribute to the better development of computational thinking in the early years of Elementary School? Did the STEAM approach articulated to the PBL collaborate with the development of competences and skills in tune with the teaching of Computing in Basic Education? What would be the difficulties and challenges to be overcome in this scenario? Based on these concerns, the general objective of the study was to analyze how pedagogical practices based on the STEAM approach and Project-Based Learning (PBL) contribute to the development of Computational Thinking in the early years of Elementary School. The research universe was a confessional and private school institution of Basic Education, in the North Zone of the city of São Paulo, which has approximately 780 students enrolled from kindergarten to the 3rd grade of High School. The participants of this research were 48 students of the 3rd year of Elementary School between 8 and 9 years old. The research adopted a qualitative approach and was developed through intervention research. The data collection instruments were the questionnaire and participant observation. The following were used as main theoretical references: Freire (1987; 1996) and Securato (2017) and Resnick (2017) for the discussion on disruptive and creative education, Bacich (2018; 2020) and Pugliese (2017) on the STEAM approach, in Based Learning in Projects we rely on Bender (2014) and for approaches on Computational Thinking Papert (2008), Wing (2006) and Brackman (2017), among others. In addition, official documents were used, such as the National Common Curricular Base (BNCC) – Brazil/CNE (2018) and the document created for its complementation in terms of the inclusion of Computing in Basic Education – Brazil/CNE (2022). With this study, the main results showed that students learn more easily and autonomously, becoming protagonists. In this context, the STEAM approach articulated with PBL promotes in students the possibility of experiencing projects, seeking solutions based on real situations, which transcend the school in the development of Computational Thinking, providing new paths for a disruptive and creative education and the re-signification of learning in early years of elementary school.Esta disertación está vinculada al Programa de Maestría en Gestión y Prácticas Educativas de la Universidade Nove de Julho (PROGEPE-UNINOVE), articulada de manera especial, a la Línea de Investigación e Intervención Metodológica de las Prácticas de Aprendizaje y Enseñanza (LIMAPE). El objeto de investigación aquí propuesto fue el análisis de la articulación del enfoque STEAM con el Aprendizaje Basado en Proyectos (PBL) y sus aportes al desarrollo del Pensamiento Computacional en los primeros años de la Enseñanza Básica. Como preguntas orientadoras para su desarrollo se definió: ¿Cuáles son los principios que sustentan el enfoque STEAM y el Aprendizaje Basado en Proyectos en el contexto de la Educación Básica, especialmente en los primeros años de la Enseñanza Básica? ¿Cómo el enfoque STEAM y el PBL pueden contribuir al mejor desarrollo del pensamiento computacional en los primeros años de la escuela primaria? ¿El enfoque STEAM articulado al ABP colaboró con el desarrollo de competencias y habilidades en sintonía con la enseñanza de la Computación en la Educación Básica? ¿Cuáles serían las dificultades y desafíos a superar en este escenario? A partir de estas inquietudes, el objetivo general del estudio fue analizar cómo las prácticas pedagógicas basadas en el enfoque STEAM y el Aprendizaje Basado en Proyectos (PBL) contribuyen al desarrollo del Pensamiento Computacional en los primeros años de la Enseñanza Primaria. El universo de la investigación fue una institución escolar confesional y privada de Educación Básica, en la Zona Norte de la ciudad de São Paulo, que tiene aproximadamente 780 alumnos matriculados desde el jardín de infancia hasta el 3º grado de la Enseñanza Media. Los participantes de esta investigación fueron 48 estudiantes del 3° año de la Enseñanza Fundamental entre 8 y 9 años. La investigación adoptó un enfoque cualitativo y se desarrolló a través de una investigación de intervención. Los instrumentos de recolección de datos fueron: el cuestionario y la observación participante. Se utilizaron como principales referentes teóricos: Freire (1987; 1996) y Securato (2017) y Resnick (2017) para la discusión sobre educación disruptiva y creativa, Bacich (2018; 2020) y Pugliese (2017) sobre el enfoque STEAM, en Aprendizaje Basado en Proyectos nos apoyamos en Bender (2014) y para enfoques en Pensamiento Computacional Papert (2008), Wing (2006) y Brackman (2017), entre otros. Además, se utilizaron documentos oficiales, como la Base Curricular Común Nacional (BNCC) – Brasil/CNE (2018) y el documento creado para su complementación en cuanto a la inclusión de la informática en la Educación Básica – Brasil/CNE (2022). Con este estudio, los principales resultados mostraron que los estudiantes aprenden con mayor facilidad y autonomía, convirtiéndose en protagonistas. En este contexto, el enfoque STEAM articulado con PBL promueve en los estudiantes la posibilidad de experimentar proyectos, buscando soluciones a partir de situaciones reales, que trascienden la escuela en el desarrollo del Pensamiento Computacional, brindando nuevos caminos para una educación disruptiva y creativa y la re- significación del aprendizaje en los primeros años de la escuela primaria.Esta dissertação está vinculada ao Programa de Mestrado em Gestão e Práticas Educacionais da Universidade Nove de Julho (PROGEPE-UNINOVE), articulada de maneira especial, à Linha de Pesquisa e de Intervenção Metodológica da Aprendizagem e Práticas de Ensino (LIMAPE). O objeto de investigação aqui proposto foi a análise da articulação da abordagem STEAM com a Aprendizagem Baseada em Projetos (ABP) e suas contribuições para o desenvolvimento do Pensamento Computacional nos anos iniciais do Ensino Fundamental. Como questões norteadoras para o seu desenvolvimento, definiu-se: Quais os princípios que subsidiam a abordagem STEAM e a Aprendizagem Baseada em Projetos no contexto da Educação Básica, especialmente, nos anos iniciais do Ensino Fundamental? Como a abordagem STEAM e a ABP podem contribuir para o melhor desenvolvimento do pensamento computacional nos anos iniciais do Ensino Fundamental? A abordagem STEAM articulada à ABP colaborou com o desenvolvimento de competências e habilidades sintonizadas com o ensino de Computação na Educação Básica? Quais seriam as dificuldades e desafios a serem superados nesse cenário? A partir dessas inquietações, o objetivo geral do estudo foi analisar como as práticas pedagógicas pautadas na abordagem STEAM e na Aprendizagem Baseada em Projetos (ABP) contribuem para o desenvolvimento do Pensamento Computacional nos anos iniciais do Ensino Fundamental. O universo de investigação foi uma instituição escolar de cunho confessional e privada de Educação Básica, da Zona Norte da cidade de São Paulo, que possui aproximadamente 780 alunos matriculados desde a Educação Infantil até a 3ª série do Ensino Médio. Os participantes desta pesquisa foram 48 alunos do 3º ano do Ensino Fundamental entre 8 e 9 anos. A pesquisa adotou uma abordagem qualitativa e se desenvolveu por meio de uma pesquisa-intervenção. Os instrumentos de coleta de dados foram: o questionário e a observação participante. Foram utilizados como principais referenciais teóricos: Freire (1987; 1996), Securato (2017) e Resnick (2017) para a discussão sobre educação disruptiva e criativa, Bacich (2018; 2020) e Pugliese (2017) sobre abordagem STEAM, em Aprendizagem Baseada em Projetos contamos com Bender (2014) e para as abordagens sobre Pensamento Computacional Papert (2008), Wing (2006) e Brackman (2017), entre outros. Além disso, foram utilizados documentos oficiais como por exemplo a Base Nacional Comum Curricular (BNCC) – Brasil/CNE (2018) e o documento criado para a sua complementação em termos de inserção da Computação na Educação Básica – Brasil/CNE (2022). Com este estudo, os principais resultados evidenciaram que os estudantes aprendem com mais facilidade e de forma autônoma, tornando-se protagonistas. Nesse contexto, a abordagem STEAM articulada à ABP promove nos estudantes a possibilidade de experienciar projetos, buscando soluções baseadas em situações reais, que transcendem a escola no desenvolvimento do Pensamento Computacional, proporcionando novos caminhos para uma educação disruptiva e criativa e a ressignificação na aprendizagem nos anos iniciais do Ensino Fundamental.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2023-02-03T15:35:16Z No. of bitstreams: 1 Thaís de Almeida Rosa.pdf: 3919067 bytes, checksum: 81dfe529614addad47be502efc88d2b2 (MD5)Made available in DSpace on 2023-02-03T15:35:16Z (GMT). No. of bitstreams: 1 Thaís de Almeida Rosa.pdf: 3919067 bytes, checksum: 81dfe529614addad47be502efc88d2b2 (MD5) Previous issue date: 2022-12-13application/pdfporUniversidade Nove de JulhoPrograma de Mestrado em Gestão e Práticas EducacionaisUNINOVEBrasilEducaçãoeducação básicaabordagem STEAM;aprendizagem baseada em projetospensamento computacionaleducação disruptiva e criativabasic educationSTEAM approachproject-based learningcomputational thinkingdisruptive and creative educationeducación básicaenfoque STEAMaprendizaje basado en proyectospensamiento computacionaleducación disruptiva y creativaCIENCIAS HUMANAS::EDUCACAOA abordagem STEAM e aprendizagem baseada em projetos: o desenvolvimento do pensamento computacional nos anos iniciais do ensino fundamental.The STEAM approach and project-based learning: the development of computational thinking in the early years of elementary schoolEl enfoque STEAM y el aprendizaje basado en proyectos: el desarrollo del pensamiento computacional en los primeros años de la escuela primariainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALThaís de Almeida Rosa.pdfThaís de Almeida Rosa.pdfapplication/pdf3919067http://localhost:8080/tede/bitstream/tede/3123/2/Tha%C3%ADs+de+Almeida+Rosa.pdf81dfe529614addad47be502efc88d2b2MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/3123/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/31232023-02-03 12:35:16.456oai:localhost:tede/3123Tk9UQTogQ09MT1FVRSBBUVVJIEEgU1VBIFBSw5NQUklBIExJQ0VOw4dBCkVzdGEgbGljZW7Dp2EgZGUgZXhlbXBsbyDDqSBmb3JuZWNpZGEgYXBlbmFzIHBhcmEgZmlucyBpbmZvcm1hdGl2b3MuCgpMSUNFTsOHQSBERSBESVNUUklCVUnDh8ODTyBOw4NPLUVYQ0xVU0lWQQoKQ29tIGEgYXByZXNlbnRhw6fDo28gZGVzdGEgbGljZW7Dp2EsIHZvY8OqIChvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSDDoCBVbml2ZXJzaWRhZGUgClhYWCAoU2lnbGEgZGEgVW5pdmVyc2lkYWRlKSBvIGRpcmVpdG8gbsOjby1leGNsdXNpdm8gZGUgcmVwcm9kdXppciwgIHRyYWR1emlyIChjb25mb3JtZSBkZWZpbmlkbyBhYmFpeG8pLCBlL291IApkaXN0cmlidWlyIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlIAplbSBxdWFscXVlciBtZWlvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBwb2RlLCBzZW0gYWx0ZXJhciBvIGNvbnRlw7pkbywgdHJhbnNwb3IgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIApwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgU2lnbGEgZGUgVW5pdmVyc2lkYWRlIHBvZGUgbWFudGVyIG1haXMgZGUgdW1hIGPDs3BpYSBhIHN1YSB0ZXNlIG91IApkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcyAKbmVzdGEgbGljZW7Dp2EuIFZvY8OqIHRhbWLDqW0gZGVjbGFyYSBxdWUgbyBkZXDDs3NpdG8gZGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBuw6NvLCBxdWUgc2VqYSBkZSBzZXUgCmNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiAKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSAKb3MgZGlyZWl0b3MgYXByZXNlbnRhZG9zIG5lc3RhIGxpY2Vuw6dhLCBlIHF1ZSBlc3NlIG1hdGVyaWFsIGRlIHByb3ByaWVkYWRlIGRlIHRlcmNlaXJvcyBlc3TDoSBjbGFyYW1lbnRlIAppZGVudGlmaWNhZG8gZSByZWNvbmhlY2lkbyBubyB0ZXh0byBvdSBubyBjb250ZcO6ZG8gZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG9yYSBkZXBvc2l0YWRhLgoKQ0FTTyBBIFRFU0UgT1UgRElTU0VSVEHDh8ODTyBPUkEgREVQT1NJVEFEQSBURU5IQSBTSURPIFJFU1VMVEFETyBERSBVTSBQQVRST0PDjU5JTyBPVSAKQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBTSUdMQSBERSAKVU5JVkVSU0lEQURFLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyAKVEFNQsOJTSBBUyBERU1BSVMgT0JSSUdBw4fDlUVTIEVYSUdJREFTIFBPUiBDT05UUkFUTyBPVSBBQ09SRE8uCgpBIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lIChzKSBvdSBvKHMpIG5vbWUocykgZG8ocykgCmRldGVudG9yKGVzKSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIApjb25jZWRpZGFzIHBvciBlc3RhIGxpY2Vuw6dhLgo=Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2023-02-03T15:35:16Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false
dc.title.por.fl_str_mv A abordagem STEAM e aprendizagem baseada em projetos: o desenvolvimento do pensamento computacional nos anos iniciais do ensino fundamental.
dc.title.alternative.eng.fl_str_mv The STEAM approach and project-based learning: the development of computational thinking in the early years of elementary school
dc.title.alternative.spa.fl_str_mv El enfoque STEAM y el aprendizaje basado en proyectos: el desarrollo del pensamiento computacional en los primeros años de la escuela primaria
title A abordagem STEAM e aprendizagem baseada em projetos: o desenvolvimento do pensamento computacional nos anos iniciais do ensino fundamental.
spellingShingle A abordagem STEAM e aprendizagem baseada em projetos: o desenvolvimento do pensamento computacional nos anos iniciais do ensino fundamental.
Rosa, Thaís de Almeida
educação básica
abordagem STEAM;
aprendizagem baseada em projetos
pensamento computacional
educação disruptiva e criativa
basic education
STEAM approach
project-based learning
computational thinking
disruptive and creative education
educación básica
enfoque STEAM
aprendizaje basado en proyectos
pensamiento computacional
educación disruptiva y creativa
CIENCIAS HUMANAS::EDUCACAO
title_short A abordagem STEAM e aprendizagem baseada em projetos: o desenvolvimento do pensamento computacional nos anos iniciais do ensino fundamental.
title_full A abordagem STEAM e aprendizagem baseada em projetos: o desenvolvimento do pensamento computacional nos anos iniciais do ensino fundamental.
title_fullStr A abordagem STEAM e aprendizagem baseada em projetos: o desenvolvimento do pensamento computacional nos anos iniciais do ensino fundamental.
title_full_unstemmed A abordagem STEAM e aprendizagem baseada em projetos: o desenvolvimento do pensamento computacional nos anos iniciais do ensino fundamental.
title_sort A abordagem STEAM e aprendizagem baseada em projetos: o desenvolvimento do pensamento computacional nos anos iniciais do ensino fundamental.
author Rosa, Thaís de Almeida
author_facet Rosa, Thaís de Almeida
author_role author
dc.contributor.advisor1.fl_str_mv Terçariol, Adriana Aparecida de Lima
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/2550466423628629
dc.contributor.referee1.fl_str_mv Terçariol, Adriana Aparecida de Lima
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/2550466423628629
dc.contributor.referee2.fl_str_mv Gitahy, Raquel Rosan Christino
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/2170926949956746
dc.contributor.referee3.fl_str_mv Teixeira, Rosiley Aparecida
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/9920259406963954
dc.contributor.referee4.fl_str_mv Fusaro, Márcia do Carmo Filismino
dc.contributor.referee4Lattes.fl_str_mv http://lattes.cnpq.br/9530154078991445
dc.contributor.referee5.fl_str_mv Constantino, Paulo Roberto Prado
dc.contributor.referee5Lattes.fl_str_mv http://lattes.cnpq.br/8435853599892598
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/8683510577722678
dc.contributor.author.fl_str_mv Rosa, Thaís de Almeida
contributor_str_mv Terçariol, Adriana Aparecida de Lima
Terçariol, Adriana Aparecida de Lima
Gitahy, Raquel Rosan Christino
Teixeira, Rosiley Aparecida
Fusaro, Márcia do Carmo Filismino
Constantino, Paulo Roberto Prado
dc.subject.por.fl_str_mv educação básica
abordagem STEAM;
aprendizagem baseada em projetos
pensamento computacional
educação disruptiva e criativa
topic educação básica
abordagem STEAM;
aprendizagem baseada em projetos
pensamento computacional
educação disruptiva e criativa
basic education
STEAM approach
project-based learning
computational thinking
disruptive and creative education
educación básica
enfoque STEAM
aprendizaje basado en proyectos
pensamiento computacional
educación disruptiva y creativa
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv basic education
STEAM approach
project-based learning
computational thinking
disruptive and creative education
dc.subject.spa.fl_str_mv educación básica
enfoque STEAM
aprendizaje basado en proyectos
pensamiento computacional
educación disruptiva y creativa
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description This dissertation is linked to the Master's Program in Management and Educational Practices at Universidade Nove de Julho (PROGEPE-UNINOVE), articulated in a special way, to the Line of Research and Methodological Intervention of Learning and Teaching Practices (LIMAPE). The object of investigation proposed here was the analysis of the articulation of the STEAM approach with Project-Based Learning (PBL) and its contributions to the development of Computational Thinking in the early years of Elementary School. As guiding questions for its development, it was defined: What are the principles that support the STEAM approach and Project-Based Learning in the context of Basic Education, especially in the early years of Elementary School? How can the STEAM approach and PBL contribute to the better development of computational thinking in the early years of Elementary School? Did the STEAM approach articulated to the PBL collaborate with the development of competences and skills in tune with the teaching of Computing in Basic Education? What would be the difficulties and challenges to be overcome in this scenario? Based on these concerns, the general objective of the study was to analyze how pedagogical practices based on the STEAM approach and Project-Based Learning (PBL) contribute to the development of Computational Thinking in the early years of Elementary School. The research universe was a confessional and private school institution of Basic Education, in the North Zone of the city of São Paulo, which has approximately 780 students enrolled from kindergarten to the 3rd grade of High School. The participants of this research were 48 students of the 3rd year of Elementary School between 8 and 9 years old. The research adopted a qualitative approach and was developed through intervention research. The data collection instruments were the questionnaire and participant observation. The following were used as main theoretical references: Freire (1987; 1996) and Securato (2017) and Resnick (2017) for the discussion on disruptive and creative education, Bacich (2018; 2020) and Pugliese (2017) on the STEAM approach, in Based Learning in Projects we rely on Bender (2014) and for approaches on Computational Thinking Papert (2008), Wing (2006) and Brackman (2017), among others. In addition, official documents were used, such as the National Common Curricular Base (BNCC) – Brazil/CNE (2018) and the document created for its complementation in terms of the inclusion of Computing in Basic Education – Brazil/CNE (2022). With this study, the main results showed that students learn more easily and autonomously, becoming protagonists. In this context, the STEAM approach articulated with PBL promotes in students the possibility of experiencing projects, seeking solutions based on real situations, which transcend the school in the development of Computational Thinking, providing new paths for a disruptive and creative education and the re-signification of learning in early years of elementary school.
publishDate 2022
dc.date.issued.fl_str_mv 2022-12-13
dc.date.accessioned.fl_str_mv 2023-02-03T15:35:16Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.citation.fl_str_mv Rosa, Thaís de Almeida. A abordagem STEAM e aprendizagem baseada em projetos: o desenvolvimento do pensamento computacional nos anos iniciais do ensino fundamental.. 2022. 157 f. Dissertação( Programa de Mestrado em Gestão e Práticas Educacionais) - Universidade Nove de Julho, São Paulo.
dc.identifier.uri.fl_str_mv http://bibliotecatede.uninove.br/handle/tede/3123
identifier_str_mv Rosa, Thaís de Almeida. A abordagem STEAM e aprendizagem baseada em projetos: o desenvolvimento do pensamento computacional nos anos iniciais do ensino fundamental.. 2022. 157 f. Dissertação( Programa de Mestrado em Gestão e Práticas Educacionais) - Universidade Nove de Julho, São Paulo.
url http://bibliotecatede.uninove.br/handle/tede/3123
dc.language.iso.fl_str_mv por
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dc.relation.confidence.fl_str_mv 600
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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dc.publisher.none.fl_str_mv Universidade Nove de Julho
dc.publisher.program.fl_str_mv Programa de Mestrado em Gestão e Práticas Educacionais
dc.publisher.initials.fl_str_mv UNINOVE
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Educação
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