A relação com o saber na linguagem de programação de computadores: os sentidos construídos pelos(as) professores(as)
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo de conferência |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://dx.doi.org/10.29380/2021.15.09.21 http://ri.ufs.br/jspui/handle/riufs/16368 |
Resumo: | This article consists in building a reflection on the relationship with knowledge in Computer Programming Language. Based on this investigation, we seek to unveil the meanings constructed by the professor when teaching computer programming language. We will take the theory of the Frenchman Bernard Charlot as a conducting wire. The daily life investigated was of professors from Southern Brazil, Santa Catarina, who teach computer programming in higher-level courses in Computer Science and Information Systems. The methodological path was inspired by Charlot's (2009) instrument, called “balances of knowledge”, for the generation and understanding of the voices of those who live the daily life of Computer Programming Language. The mentioned instrument allows the analysis of the generated data, which were portrayed in the form of narratives, in which it makes it possible to observe the meanings that emerged on the significances built from the experience of the relationship with knowledge when teaching programming language. The contribution of this research is the theoretical-methodological approach, from which it presents the relationship with knowledge and the meaning constructed when teaching a programming language in higher education, elements of being a teacher in the programming language. |
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Boell, Márcia2022-10-07T22:38:53Z2022-10-07T22:38:53Z2021-091982-3657https://dx.doi.org/10.29380/2021.15.09.21http://ri.ufs.br/jspui/handle/riufs/16368Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es).This article consists in building a reflection on the relationship with knowledge in Computer Programming Language. Based on this investigation, we seek to unveil the meanings constructed by the professor when teaching computer programming language. We will take the theory of the Frenchman Bernard Charlot as a conducting wire. The daily life investigated was of professors from Southern Brazil, Santa Catarina, who teach computer programming in higher-level courses in Computer Science and Information Systems. The methodological path was inspired by Charlot's (2009) instrument, called “balances of knowledge”, for the generation and understanding of the voices of those who live the daily life of Computer Programming Language. The mentioned instrument allows the analysis of the generated data, which were portrayed in the form of narratives, in which it makes it possible to observe the meanings that emerged on the significances built from the experience of the relationship with knowledge when teaching programming language. The contribution of this research is the theoretical-methodological approach, from which it presents the relationship with knowledge and the meaning constructed when teaching a programming language in higher education, elements of being a teacher in the programming language.O presente artigo consiste em construir uma reflexão sobre a relação com o saber na Linguagem de Programação de Computadores. Buscamos desvelar, a partir desta investigação, os sentidos construídos pelo(a) professor(a) ao ensinar linguagem de programação de computadores. Tomaremos como fios condutores a teoria do francês Bernard Charlot. O cotidiano investigado foi de professores(as) do sul do Brasil, Santa Catarina, que ensinam a programação de computadores em cursos de nível superior de Ciência da Computação e Sistemas de Informação. O percurso metodológico foi inspirado no instrumento de Charlot (2009), denominado “balanços de saber”, para a geração e compreensão das vozes das(os) professores(as) que vivem o cotidiano da Linguagem de Programação de Computadores. O mencionado instrumento permite a análise dos dados gerados, os quais foram retratados em forma de narrativas, em que possibilita observar os significados que emergiu sobre os sentidos construídos da experiência da relação com o saber ao ensinar linguagem de programação. A contribuição desta pesquisa é na abordagem teórico-metodológica, a partir da qual apresenta a relação com o saber e o sentido construído ao ensinar linguagem de programação no ensino superior, elementos do ser docente na linguagem de programação.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESSão CristóvãoporGrupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON)Anais do XV Colóquio Internacional Educação e ContemporaneidadeLinguagem de programação de computadorRelação com o saberProfessores(as) de linguagem de programação computacionalComputer programming languageRelation to knowledgeComputer programming language teachersA relação com o saber na linguagem de programação de computadores: os sentidos construídos pelos(as) professores(as)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjectreponame: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/16368/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALRelacaoSaberLinguagemProgramacao.pdfRelacaoSaberLinguagemProgramacao.pdfapplication/pdf171059https://ri.ufs.br/jspui/bitstream/riufs/16368/2/RelacaoSaberLinguagemProgramacao.pdf2c0c38832f2afb4442f41b735abb2465MD52TEXTRelacaoSaberLinguagemProgramacao.pdf.txtRelacaoSaberLinguagemProgramacao.pdf.txtExtracted texttext/plain57845https://ri.ufs.br/jspui/bitstream/riufs/16368/3/RelacaoSaberLinguagemProgramacao.pdf.txt5becc54bff3bd14fbf4748e1f5dc4f53MD53THUMBNAILRelacaoSaberLinguagemProgramacao.pdf.jpgRelacaoSaberLinguagemProgramacao.pdf.jpgGenerated Thumbnailimage/jpeg2152https://ri.ufs.br/jspui/bitstream/riufs/16368/4/RelacaoSaberLinguagemProgramacao.pdf.jpg66314cde716bf0560c189773829e1d37MD54riufs/163682022-10-07 19:38:53.718oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-10-07T22:38:53Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
A relação com o saber na linguagem de programação de computadores: os sentidos construídos pelos(as) professores(as) |
title |
A relação com o saber na linguagem de programação de computadores: os sentidos construídos pelos(as) professores(as) |
spellingShingle |
A relação com o saber na linguagem de programação de computadores: os sentidos construídos pelos(as) professores(as) Boell, Márcia Linguagem de programação de computador Relação com o saber Professores(as) de linguagem de programação computacional Computer programming language Relation to knowledge Computer programming language teachers |
title_short |
A relação com o saber na linguagem de programação de computadores: os sentidos construídos pelos(as) professores(as) |
title_full |
A relação com o saber na linguagem de programação de computadores: os sentidos construídos pelos(as) professores(as) |
title_fullStr |
A relação com o saber na linguagem de programação de computadores: os sentidos construídos pelos(as) professores(as) |
title_full_unstemmed |
A relação com o saber na linguagem de programação de computadores: os sentidos construídos pelos(as) professores(as) |
title_sort |
A relação com o saber na linguagem de programação de computadores: os sentidos construídos pelos(as) professores(as) |
author |
Boell, Márcia |
author_facet |
Boell, Márcia |
author_role |
author |
dc.contributor.author.fl_str_mv |
Boell, Márcia |
dc.subject.por.fl_str_mv |
Linguagem de programação de computador Relação com o saber Professores(as) de linguagem de programação computacional |
topic |
Linguagem de programação de computador Relação com o saber Professores(as) de linguagem de programação computacional Computer programming language Relation to knowledge Computer programming language teachers |
dc.subject.eng.fl_str_mv |
Computer programming language Relation to knowledge Computer programming language teachers |
description |
This article consists in building a reflection on the relationship with knowledge in Computer Programming Language. Based on this investigation, we seek to unveil the meanings constructed by the professor when teaching computer programming language. We will take the theory of the Frenchman Bernard Charlot as a conducting wire. The daily life investigated was of professors from Southern Brazil, Santa Catarina, who teach computer programming in higher-level courses in Computer Science and Information Systems. The methodological path was inspired by Charlot's (2009) instrument, called “balances of knowledge”, for the generation and understanding of the voices of those who live the daily life of Computer Programming Language. The mentioned instrument allows the analysis of the generated data, which were portrayed in the form of narratives, in which it makes it possible to observe the meanings that emerged on the significances built from the experience of the relationship with knowledge when teaching programming language. The contribution of this research is the theoretical-methodological approach, from which it presents the relationship with knowledge and the meaning constructed when teaching a programming language in higher education, elements of being a teacher in the programming language. |
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2021 |
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2021-09 |
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2022-10-07T22:38:53Z |
dc.date.available.fl_str_mv |
2022-10-07T22:38:53Z |
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1982-3657 https://dx.doi.org/10.29380/2021.15.09.21 |
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Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es). |
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1982-3657 Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es). |
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https://dx.doi.org/10.29380/2021.15.09.21 http://ri.ufs.br/jspui/handle/riufs/16368 |
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Grupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON) |
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