Pensamento computacional com a educação on-line no ensino médio integrado
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/jspui/handle/riufs/18771 |
Resumo: | Debate about the inclusion of computational thinking in the education curricula of children and teenagers is growing worldwide, justified as a towards the transformations of a society that evolves with the digital world. In Brazil, mentions in the National Common Curriculum Baseline, in 2018, included the topic in elementary and secondary education. Amidst such changes in education, the health emergency of the covid-19 pandemic caused the suspension of presential educational activities. In view of the events, the objective of this thesis was to understand the non-presential development of computational thinking with online education in high school, considering the digital cultures of learners. I conducted the research in the light of the epistemological assumptions of multi-referentiality, within the scope of a research with the method of research-training method in cyberculture. This research was carried out with students of the high school technical training of Computer Networks who were taking the of the class of Introduction to Algorithms at the Instituto Federal de Sergipe, Lagarto Campus, in synchronous and asynchronous encounters, over the school years of 2020 and 2021. To obtain data, I combined the research diary app to the text and video records of synchronous meetings with the classes on Google Meet; the artifacts authored by the learners (hypertext and audiovisual documents, programming projects and web portfolio); and semi-structured interviews and traces of actions and interactions with students in digital interfaces and applications, such as Google Classroom, Whatsapp and Scratch. After immersion in the field, three subsuming notions emerged: playfulness as one of the principles of online education; authoring with computational thinking in online education; and collaborative creative learning with digital cultures. In this sense, the students' experiences and reports showed the potential of developing computational thinking with the principles of online education in non-presential practices, through the creation of open and interactive didactic designs that include, in addition to these, ludicity. Ludic and sensible welcoming, musical moments, as well as the aesthetics and contextualization of teaching materials inspired by the digital cultures of learners were devices created to make learning light, fun, interesting and meaningful, that contributed to overcoming the emotional challenges faced throughout the pandemic. In addition to that, the students' projects and their speeches highlighted how collaboration and the process of imagining, creating, playing, sharing, and reflecting were present in their strategies during the production of online authorship. They learned through experience, that is, creating, doing, researching, exploring, playing, making mistakes, with materials, with each other and with digital networks. Understanding knowledge as an “open-work”, listening to and getting to know the learners, and promoting authorial activities and learning situations inspired by digital cultures, interests, and their daily lives, steered the course to social and civic discussions, in addition to the technical aspects of the curriculum. For all the findings listed, from a look at online education, this thesis contributes with other ways of thinking-doing the development of computational thinking in the field of education, computing and adjacent fields. |
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Santos Júnior, Gilson Pereira dosFerreira, Simone de Lucena2023-12-06T19:43:15Z2023-12-06T19:43:15Z2023-05-31SANTOS JÚNIOR, Gilson Pereira dos. Pensamento computacional com a educação on-line no ensino médio integrado. 2023.354 f. Tese (Doutorado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2023.https://ri.ufs.br/jspui/handle/riufs/18771Debate about the inclusion of computational thinking in the education curricula of children and teenagers is growing worldwide, justified as a towards the transformations of a society that evolves with the digital world. In Brazil, mentions in the National Common Curriculum Baseline, in 2018, included the topic in elementary and secondary education. Amidst such changes in education, the health emergency of the covid-19 pandemic caused the suspension of presential educational activities. In view of the events, the objective of this thesis was to understand the non-presential development of computational thinking with online education in high school, considering the digital cultures of learners. I conducted the research in the light of the epistemological assumptions of multi-referentiality, within the scope of a research with the method of research-training method in cyberculture. This research was carried out with students of the high school technical training of Computer Networks who were taking the of the class of Introduction to Algorithms at the Instituto Federal de Sergipe, Lagarto Campus, in synchronous and asynchronous encounters, over the school years of 2020 and 2021. To obtain data, I combined the research diary app to the text and video records of synchronous meetings with the classes on Google Meet; the artifacts authored by the learners (hypertext and audiovisual documents, programming projects and web portfolio); and semi-structured interviews and traces of actions and interactions with students in digital interfaces and applications, such as Google Classroom, Whatsapp and Scratch. After immersion in the field, three subsuming notions emerged: playfulness as one of the principles of online education; authoring with computational thinking in online education; and collaborative creative learning with digital cultures. In this sense, the students' experiences and reports showed the potential of developing computational thinking with the principles of online education in non-presential practices, through the creation of open and interactive didactic designs that include, in addition to these, ludicity. Ludic and sensible welcoming, musical moments, as well as the aesthetics and contextualization of teaching materials inspired by the digital cultures of learners were devices created to make learning light, fun, interesting and meaningful, that contributed to overcoming the emotional challenges faced throughout the pandemic. In addition to that, the students' projects and their speeches highlighted how collaboration and the process of imagining, creating, playing, sharing, and reflecting were present in their strategies during the production of online authorship. They learned through experience, that is, creating, doing, researching, exploring, playing, making mistakes, with materials, with each other and with digital networks. Understanding knowledge as an “open-work”, listening to and getting to know the learners, and promoting authorial activities and learning situations inspired by digital cultures, interests, and their daily lives, steered the course to social and civic discussions, in addition to the technical aspects of the curriculum. For all the findings listed, from a look at online education, this thesis contributes with other ways of thinking-doing the development of computational thinking in the field of education, computing and adjacent fields.Discussões sobre a curricularização do pensamento computacional na educação de crianças e adolescentes crescem no mundo, justificadas como estratégias para prepará-los, sobretudo, em direção às transformações de uma sociedade que evolui em relação ao digital. No Brasil, as menções na Base Nacional Comum Curricular, em 2018, incluíram a temática no ensino fundamental e médio. Em meio a tais mudanças na educação, a emergência da pandemia de covid-19 provocou a suspensão das atividades educacionais presenciais. Diante dos acontecimentos, esta tese objetivou compreender o desenvolvimento, não-presencial, do pensamento computacional com a educação on-line no ensino médio integrado, considerando as culturas digitais dos aprendentes. Conduzi a pesquisa à luz dos pressupostos epistemológicos da multirreferencialidade, no âmbito de uma pesquisa de abordagem qualitativa com o método da pesquisa-formação na cibercultura. Este estudo foi realizado com os estudantes da disciplina de Introdução a Algoritmos do curso técnico em Redes de Computadores integrado ao ensino médio do Instituto Federal de Sergipe, Campus Lagarto, em encontros síncronos e assíncronos, durante os anos letivos de 2020 e 2021. Para produção de dados, bricolei o app-diário de pesquisa aos registros de texto e vídeo de encontros síncronos com as turmas no Google Meet; as autorias dos aprendentes (documentos hipertextuais, audiovisuais, projetos de programação e portfólio web); as entrevistas semi-estruturas e os rastros de ações e interações com os estudantes em interfaces digitais e aplicativos, tais como: Google Sala de Aula, WhatsApp e Scratch. Após a imersão no campo e experiências vivenciadas com os aprendentes na pandemia, emergiram três noções subsunçoras, que considero serem os achados e sentidos da pesquisa: ludicidade como um dos princípios da educação on-line; autorias com pensamento computacional na educação on-line e aprendizagem criativa colaborativa com as culturas digitais. Neste sentido, as experiências e os relatos dos aprendentes evidenciaram as potencialidades de desenvolver o pensamento computacional com os princípios da educação on-line em práticas não-presenciais, mediante a criação de desenhos didáticos abertos e interativos que incluam, além destes, a ludicidade. Os acolhimentos lúdicos e sensíveis, momentos musicais, bem como a estética e contextualização dos materiais didáticos inspirados nas culturas digitais dos aprendentes foram dispositivos criados para tornar o aprendizado leve, divertido, interessante e significativo que contribuíram para superar os desafios emocionais enfrentados na pandemia. Além disso, os projetos dos aprendentes e suas falas realçaram como a colaboração e o processo de imaginar, criar, brincar, compartilhar e refletir esteve presente nas estratégias dos estudantes durante a produção das autorias on-line. Eles aprenderam pela experiência, ou seja, criando, fazendo, pesquisando, explorando, brincando, errando, com os materiais, os outros e as redes digitais. Compreender o conhecimento como “obra-aberta”, escutar e conhecer os aprendentes e promover atividades autorais e situações de aprendizagem inspiradas nas culturas digitais, interesses e cotidianos destes, conduziram a disciplina para discussões sociais e de cidadania, além dos aspectos técnicos curriculares. Por todas as descobertas narradas, a partir de um olhar para a educação on-line, esta tese contribui com outras formas de pensarfazer o desenvolvimento do pensamento computacional no campo da educação, computação e áreas afins.São CristóvãoporEducação - estudo e ensino - SergipeEnsino médioEnsino via webComputadores e civilizaçãoEnsino auxiliado por computadorAprendizagemPensamento computacionalEducação onlinePesquisa-formação na ciberculturaCulturas digitaisProjetosComputation ThinkingOnline educationCybercultureDigital cultureProjectsCIENCIAS HUMANAS::EDUCACAOPensamento computacional com a educação on-line no ensino médio integradoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisPós-Graduação em EducaçãoUniversidade Federal de Sergipe (UFS)reponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/18771/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALGILSON_PEREIRA_SANTOS_JUNIOR.pdfGILSON_PEREIRA_SANTOS_JUNIOR.pdfapplication/pdf71669776https://ri.ufs.br/jspui/bitstream/riufs/18771/2/GILSON_PEREIRA_SANTOS_JUNIOR.pdfd77ce710b1e006f54191472972e32833MD52riufs/187712023-12-06 16:43:21.236oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2023-12-06T19:43:21Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Pensamento computacional com a educação on-line no ensino médio integrado |
title |
Pensamento computacional com a educação on-line no ensino médio integrado |
spellingShingle |
Pensamento computacional com a educação on-line no ensino médio integrado Santos Júnior, Gilson Pereira dos Educação - estudo e ensino - Sergipe Ensino médio Ensino via web Computadores e civilização Ensino auxiliado por computador Aprendizagem Pensamento computacional Educação online Pesquisa-formação na cibercultura Culturas digitais Projetos Computation Thinking Online education Cyberculture Digital culture Projects CIENCIAS HUMANAS::EDUCACAO |
title_short |
Pensamento computacional com a educação on-line no ensino médio integrado |
title_full |
Pensamento computacional com a educação on-line no ensino médio integrado |
title_fullStr |
Pensamento computacional com a educação on-line no ensino médio integrado |
title_full_unstemmed |
Pensamento computacional com a educação on-line no ensino médio integrado |
title_sort |
Pensamento computacional com a educação on-line no ensino médio integrado |
author |
Santos Júnior, Gilson Pereira dos |
author_facet |
Santos Júnior, Gilson Pereira dos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santos Júnior, Gilson Pereira dos |
dc.contributor.advisor1.fl_str_mv |
Ferreira, Simone de Lucena |
contributor_str_mv |
Ferreira, Simone de Lucena |
dc.subject.por.fl_str_mv |
Educação - estudo e ensino - Sergipe Ensino médio Ensino via web Computadores e civilização Ensino auxiliado por computador Aprendizagem Pensamento computacional Educação online Pesquisa-formação na cibercultura Culturas digitais Projetos |
topic |
Educação - estudo e ensino - Sergipe Ensino médio Ensino via web Computadores e civilização Ensino auxiliado por computador Aprendizagem Pensamento computacional Educação online Pesquisa-formação na cibercultura Culturas digitais Projetos Computation Thinking Online education Cyberculture Digital culture Projects CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Computation Thinking Online education Cyberculture Digital culture Projects |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Debate about the inclusion of computational thinking in the education curricula of children and teenagers is growing worldwide, justified as a towards the transformations of a society that evolves with the digital world. In Brazil, mentions in the National Common Curriculum Baseline, in 2018, included the topic in elementary and secondary education. Amidst such changes in education, the health emergency of the covid-19 pandemic caused the suspension of presential educational activities. In view of the events, the objective of this thesis was to understand the non-presential development of computational thinking with online education in high school, considering the digital cultures of learners. I conducted the research in the light of the epistemological assumptions of multi-referentiality, within the scope of a research with the method of research-training method in cyberculture. This research was carried out with students of the high school technical training of Computer Networks who were taking the of the class of Introduction to Algorithms at the Instituto Federal de Sergipe, Lagarto Campus, in synchronous and asynchronous encounters, over the school years of 2020 and 2021. To obtain data, I combined the research diary app to the text and video records of synchronous meetings with the classes on Google Meet; the artifacts authored by the learners (hypertext and audiovisual documents, programming projects and web portfolio); and semi-structured interviews and traces of actions and interactions with students in digital interfaces and applications, such as Google Classroom, Whatsapp and Scratch. After immersion in the field, three subsuming notions emerged: playfulness as one of the principles of online education; authoring with computational thinking in online education; and collaborative creative learning with digital cultures. In this sense, the students' experiences and reports showed the potential of developing computational thinking with the principles of online education in non-presential practices, through the creation of open and interactive didactic designs that include, in addition to these, ludicity. Ludic and sensible welcoming, musical moments, as well as the aesthetics and contextualization of teaching materials inspired by the digital cultures of learners were devices created to make learning light, fun, interesting and meaningful, that contributed to overcoming the emotional challenges faced throughout the pandemic. In addition to that, the students' projects and their speeches highlighted how collaboration and the process of imagining, creating, playing, sharing, and reflecting were present in their strategies during the production of online authorship. They learned through experience, that is, creating, doing, researching, exploring, playing, making mistakes, with materials, with each other and with digital networks. Understanding knowledge as an “open-work”, listening to and getting to know the learners, and promoting authorial activities and learning situations inspired by digital cultures, interests, and their daily lives, steered the course to social and civic discussions, in addition to the technical aspects of the curriculum. For all the findings listed, from a look at online education, this thesis contributes with other ways of thinking-doing the development of computational thinking in the field of education, computing and adjacent fields. |
publishDate |
2023 |
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2023-12-06T19:43:15Z |
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2023-12-06T19:43:15Z |
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2023-05-31 |
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SANTOS JÚNIOR, Gilson Pereira dos. Pensamento computacional com a educação on-line no ensino médio integrado. 2023.354 f. Tese (Doutorado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2023. |
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https://ri.ufs.br/jspui/handle/riufs/18771 |
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SANTOS JÚNIOR, Gilson Pereira dos. Pensamento computacional com a educação on-line no ensino médio integrado. 2023.354 f. Tese (Doutorado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2023. |
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