Explorando potencialidades da computação desplugada na rede estadual de educação de Mato Grosso
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/5431 |
Resumo: | The National Common Curricular Base (BNCC), as a guiding document for Brazilian schools, references to Computing, with emphasis on three axes: Digital World, Digital Culture and Computational Thinking (CP), in addition to related topics, such as Digital Information and Communication Technologies (DICT), digital resources and social networks. Although these axes are not presented in depth and even if there is an indication that they will be worked on in all curricular componentes in the BNCC, the PC axis is explicitly referenced in this document mainly in the Mathematics Area, when the text refers to mathematical processes, in the thematic units Algebra, Numbers, Geometry and Probability and Statistics, and the Digital Culture axis, is explicitly referenced in the Languages área. In turn, the Computing document complementing the BNCC in your organization for all stages of basic education, presents the three axes with their respective objects of knowledge, skills, explanations and examples, without specifically targeting a curricular componente. By analyzing the scenario of Brazilian public schools regarding access and availability of Digital Technologies, as well as student performance indicated in external and internal evaluations in general, we identified a context that can benefit from pedagogical practices involving the PC axes, Digital World and Digital Culture, through unplugged computing (UC). The UC comprises an approach that makes it possible to work on the three axes of the Computing área within the school curriculum, based on learning objectives, without using computer. In this regard, this work leads to a reflection around the following question: How the Digital World axes, Digital Culture and Computational Thinking can be addressed in Elementary School Final Years, through Unplugged Computing as an approach within the disciplines provided for in the Curricular Matrix of the State of Mato Grosso? In this sense, the objective of this research is to understand how students, teachers and school managers see the use of the Unplugged Computing approach for the study of concepts and skills from the axes Computational Thinking , Digital World and Digital Culture in the teaching-learning process in Elementary School. As a methodological strategy, we used participant research, adopting a qualitative approach. The research was developed with the participation of teachers, school managers and students from the 7th, 8th and 9th grade of an elementary state school in Sorriso – MT. This research contributes by proposing an interdisciplinary planning for Elementary School that can be replicated and adapted for other school stages and for other research; describing the development of unplugged activities and the relationship established with the disciplines of the BNCC, considering the context in which they were inserted; sharing findings that can be used by researchers in the field of Education and Computing who are working with Unplugged Computing, Computing in Basic Education, BNCC and its complement, axes Computational Thinking, Digital World and Digital Culture. |
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Explorando potencialidades da computação desplugada na rede estadual de educação de Mato GrossoPensamento computacionalCultura digitalMundo digitalComputação desplugadaEducação e computaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOComputational thinkingDigital cultureDigital worldUnplugged computingEducation and computingThe National Common Curricular Base (BNCC), as a guiding document for Brazilian schools, references to Computing, with emphasis on three axes: Digital World, Digital Culture and Computational Thinking (CP), in addition to related topics, such as Digital Information and Communication Technologies (DICT), digital resources and social networks. Although these axes are not presented in depth and even if there is an indication that they will be worked on in all curricular componentes in the BNCC, the PC axis is explicitly referenced in this document mainly in the Mathematics Area, when the text refers to mathematical processes, in the thematic units Algebra, Numbers, Geometry and Probability and Statistics, and the Digital Culture axis, is explicitly referenced in the Languages área. In turn, the Computing document complementing the BNCC in your organization for all stages of basic education, presents the three axes with their respective objects of knowledge, skills, explanations and examples, without specifically targeting a curricular componente. By analyzing the scenario of Brazilian public schools regarding access and availability of Digital Technologies, as well as student performance indicated in external and internal evaluations in general, we identified a context that can benefit from pedagogical practices involving the PC axes, Digital World and Digital Culture, through unplugged computing (UC). The UC comprises an approach that makes it possible to work on the three axes of the Computing área within the school curriculum, based on learning objectives, without using computer. In this regard, this work leads to a reflection around the following question: How the Digital World axes, Digital Culture and Computational Thinking can be addressed in Elementary School Final Years, through Unplugged Computing as an approach within the disciplines provided for in the Curricular Matrix of the State of Mato Grosso? In this sense, the objective of this research is to understand how students, teachers and school managers see the use of the Unplugged Computing approach for the study of concepts and skills from the axes Computational Thinking , Digital World and Digital Culture in the teaching-learning process in Elementary School. As a methodological strategy, we used participant research, adopting a qualitative approach. The research was developed with the participation of teachers, school managers and students from the 7th, 8th and 9th grade of an elementary state school in Sorriso – MT. This research contributes by proposing an interdisciplinary planning for Elementary School that can be replicated and adapted for other school stages and for other research; describing the development of unplugged activities and the relationship established with the disciplines of the BNCC, considering the context in which they were inserted; sharing findings that can be used by researchers in the field of Education and Computing who are working with Unplugged Computing, Computing in Basic Education, BNCC and its complement, axes Computational Thinking, Digital World and Digital Culture.A Base Nacional Curricular Comum (BNCC), como documento orientativo das escolas brasileiras, faz referências à Computação, com destaque a três eixos: Mundo Digital, Cultura Digital e o Pensamento Computacional (PC), além de temas correlatos, como Tecnologias Digitais de Informação e Comunicação (TDIC), recursos digitais e Redes Sociais. Embora estes eixos não sejam apresentados de forma aprofundada na BNCC e mesmo que haja indicação de serem trabalhados em todos os componentes curriculares, o eixo PC é explicitamente referenciado nesse documento principalmente na Área de Matemática, quando o texto se refere aos processos matemáticos, nas unidades temáticas Álgebra, Números, Geometria e Probabilidade e Estatística, e o eixo Cultura Digital é referenciado explicitamente na área de Linguagens. Por sua vez, o documento Computação complemento à BNCC em sua organização para todas as etapas da educação básica, apresenta os três eixos com seus respectivos objetos de conhecimento, habilidades, explicações e exemplos, sem direcionar especificamente a um componente curricular. Ao analisar o cenário das escolas públicas brasileiras quanto ao acesso e à disponibilidade de tecnologias digitais, bem como o desempenho dos estudantes indicado nas avaliações externas e internas de uma maneira geral, identificamos um contexto que pode se beneficiar de práticas pedagógicas envolvendo os eixos PC, Mundo Digital e Cultura Digital, por meio de computação desplugada (CD). A CD compreende uma abordagem que possibilita trabalhar os três eixos da área da Computação dentro do currículo escolar, com base nos objetivos de aprendizado, sem a utilização de computador. Neste sentido, este trabalho conduz uma reflexão em torno do seguinte questionamento: Como os eixos Mundo Digital, Cultura Digital e Pensamento Computacional podem ser abordados no Ensino Fundamental Anos Finais, por meio da Computação Desplugada como abordagem, dentro das disciplinas previstas na Matriz Curricular do Estado do Mato Grosso? Neste sentido, o objetivo desta pesquisa é compreender como os estudantes, docentes e gestão pedagógica concebem o uso da abordagem Computação Desplugada para o estudo de conceitos e habilidades previstas nos eixos Pensamento Computacional, Mundo Digital e Cultura Digital e de componentes curriculares da BNCC no processo de ensino-aprendizagem no Ensino Fundamental Anos Finais. Dada a característica do objeto de estudo, como estratégia metodológica utilizamos a pesquisa participante, com adoção da abordagem qualitativa. Para tal, a pesquisa foi desenvolvida com a participação de docentes, gestão pedagógica e de estudantes do 7º ano, 8º ano e 9º ano do Ensino Fundamental de uma escola Estadual de Sorriso - MT. Como resultados, a pesquisa contribui com a proposta de planejamento interdisciplinar para o Ensino Fundamental Anos Finais, que pode ser replicado e adaptado para as demais etapas escolares e para outras pesquisas; descrições do desenvolvimento das atividades desplugadas e a relação estabelecida com as disciplinas da BNCC, considerando o contexto em que estavam inseridos; achados que podem ser utilizados por pesquisadores da área da Educação e da Computação que estejam trabalhando com as temáticas Computação Desplugada, Computação na Educação Básica, BNCC e seu complemento, eixos Pensamento Computacional, Mundo Digital e Cultura Digital.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoMaciel, CristianoPereira, Vinícius Carvalhohttp://lattes.cnpq.br/5304593788129950http://lattes.cnpq.br/5234437367053668Pereira, Vinícius Carvalho109.873.267-75http://lattes.cnpq.br/5304593788129950Maciel, Cristiano681.956.560-72http://lattes.cnpq.br/5234437367053668681.956.560-72109.873.267-75Palma, Rute Cristina Domingos da531.668.331-53http://lattes.cnpq.br/3331812490308225Silva, Danilo Garcia da697.784.851-00http://lattes.cnpq.br/9975642706035825Ribeiro, Leila508.818.840-49http://lattes.cnpq.br/8705873746227963Cambraia, Adão Caron680.995.170-91http://lattes.cnpq.br/4507314509079204Sassi, Sabrina Bourscheid2024-03-13T15:57:16Z2023-07-052024-03-13T15:57:16Z2023-05-12info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisSASSI, Sabrina Bourscheid. Explorando potencialidades da computação desplugada na rede estadual de educação de Mato Grosso. 2023. [204] f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2023.http://ri.ufmt.br/handle/1/5431porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2024-03-16T07:01:57Zoai:localhost:1/5431Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2024-03-16T07:01:57Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Explorando potencialidades da computação desplugada na rede estadual de educação de Mato Grosso |
title |
Explorando potencialidades da computação desplugada na rede estadual de educação de Mato Grosso |
spellingShingle |
Explorando potencialidades da computação desplugada na rede estadual de educação de Mato Grosso Sassi, Sabrina Bourscheid Pensamento computacional Cultura digital Mundo digital Computação desplugada Educação e computação CNPQ::CIENCIAS HUMANAS::EDUCACAO Computational thinking Digital culture Digital world Unplugged computing Education and computing |
title_short |
Explorando potencialidades da computação desplugada na rede estadual de educação de Mato Grosso |
title_full |
Explorando potencialidades da computação desplugada na rede estadual de educação de Mato Grosso |
title_fullStr |
Explorando potencialidades da computação desplugada na rede estadual de educação de Mato Grosso |
title_full_unstemmed |
Explorando potencialidades da computação desplugada na rede estadual de educação de Mato Grosso |
title_sort |
Explorando potencialidades da computação desplugada na rede estadual de educação de Mato Grosso |
author |
Sassi, Sabrina Bourscheid |
author_facet |
Sassi, Sabrina Bourscheid |
author_role |
author |
dc.contributor.none.fl_str_mv |
Maciel, Cristiano Pereira, Vinícius Carvalho http://lattes.cnpq.br/5304593788129950 http://lattes.cnpq.br/5234437367053668 Pereira, Vinícius Carvalho 109.873.267-75 http://lattes.cnpq.br/5304593788129950 Maciel, Cristiano 681.956.560-72 http://lattes.cnpq.br/5234437367053668 681.956.560-72 109.873.267-75 Palma, Rute Cristina Domingos da 531.668.331-53 http://lattes.cnpq.br/3331812490308225 Silva, Danilo Garcia da 697.784.851-00 http://lattes.cnpq.br/9975642706035825 Ribeiro, Leila 508.818.840-49 http://lattes.cnpq.br/8705873746227963 Cambraia, Adão Caron 680.995.170-91 http://lattes.cnpq.br/4507314509079204 |
dc.contributor.author.fl_str_mv |
Sassi, Sabrina Bourscheid |
dc.subject.por.fl_str_mv |
Pensamento computacional Cultura digital Mundo digital Computação desplugada Educação e computação CNPQ::CIENCIAS HUMANAS::EDUCACAO Computational thinking Digital culture Digital world Unplugged computing Education and computing |
topic |
Pensamento computacional Cultura digital Mundo digital Computação desplugada Educação e computação CNPQ::CIENCIAS HUMANAS::EDUCACAO Computational thinking Digital culture Digital world Unplugged computing Education and computing |
description |
The National Common Curricular Base (BNCC), as a guiding document for Brazilian schools, references to Computing, with emphasis on three axes: Digital World, Digital Culture and Computational Thinking (CP), in addition to related topics, such as Digital Information and Communication Technologies (DICT), digital resources and social networks. Although these axes are not presented in depth and even if there is an indication that they will be worked on in all curricular componentes in the BNCC, the PC axis is explicitly referenced in this document mainly in the Mathematics Area, when the text refers to mathematical processes, in the thematic units Algebra, Numbers, Geometry and Probability and Statistics, and the Digital Culture axis, is explicitly referenced in the Languages área. In turn, the Computing document complementing the BNCC in your organization for all stages of basic education, presents the three axes with their respective objects of knowledge, skills, explanations and examples, without specifically targeting a curricular componente. By analyzing the scenario of Brazilian public schools regarding access and availability of Digital Technologies, as well as student performance indicated in external and internal evaluations in general, we identified a context that can benefit from pedagogical practices involving the PC axes, Digital World and Digital Culture, through unplugged computing (UC). The UC comprises an approach that makes it possible to work on the three axes of the Computing área within the school curriculum, based on learning objectives, without using computer. In this regard, this work leads to a reflection around the following question: How the Digital World axes, Digital Culture and Computational Thinking can be addressed in Elementary School Final Years, through Unplugged Computing as an approach within the disciplines provided for in the Curricular Matrix of the State of Mato Grosso? In this sense, the objective of this research is to understand how students, teachers and school managers see the use of the Unplugged Computing approach for the study of concepts and skills from the axes Computational Thinking , Digital World and Digital Culture in the teaching-learning process in Elementary School. As a methodological strategy, we used participant research, adopting a qualitative approach. The research was developed with the participation of teachers, school managers and students from the 7th, 8th and 9th grade of an elementary state school in Sorriso – MT. This research contributes by proposing an interdisciplinary planning for Elementary School that can be replicated and adapted for other school stages and for other research; describing the development of unplugged activities and the relationship established with the disciplines of the BNCC, considering the context in which they were inserted; sharing findings that can be used by researchers in the field of Education and Computing who are working with Unplugged Computing, Computing in Basic Education, BNCC and its complement, axes Computational Thinking, Digital World and Digital Culture. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-05 2023-05-12 2024-03-13T15:57:16Z 2024-03-13T15:57:16Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SASSI, Sabrina Bourscheid. Explorando potencialidades da computação desplugada na rede estadual de educação de Mato Grosso. 2023. [204] f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2023. http://ri.ufmt.br/handle/1/5431 |
identifier_str_mv |
SASSI, Sabrina Bourscheid. Explorando potencialidades da computação desplugada na rede estadual de educação de Mato Grosso. 2023. [204] f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2023. |
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http://ri.ufmt.br/handle/1/5431 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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