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Publication
Aprimoramento da própria prática pedagógica com tecnologias digitais com crianças do ensino fundamental: do Moodle ao pensamento computacional
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| 1.4 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A complexidade dos processos de ensino e aprendizagem exige um constante repensar das práticas pedagógicas, em um contínuo de avaliação e redimensionamento, já que esses processos sofrem diferentes influências, como das constantes e dinâmicas modificações socioculturais. É fundamental que o docente seja também investigador crítico da sua própria prática, considerando as mudanças históricas e culturais da sociedade. Este artigo apresenta um estudo de caso holístico, descritivo e interpretativo realizado entre os anos de 2017 e 2018 acerca das práticas pedagógicas com as tecnologias digitais Moodle, jogos diversos e Pensamento Computacional por meio do Scratch, desenvolvidas com estudantes do Ensino Fundamental, em uma escola pública no município de Cascavel/Paraná no Brasil. A investigação foi conduzida pela própria docente, com a finalidade de avaliar suas práticas visando o seu aprimoramento. Os resultados apontaram aspectos positivos do trabalho até então desenvolvido, e elementos que poderiam ser lapidados, alguns dos quais aperfeiçoados no decorrer do estudo, trazendo contribuições importantes para o desenvolvimento dos estudantes.
The complexity of teaching and learning processes requires a constant rethinking of pedagogical practices, in a continuous evaluation and resizing, as these processes suffer different influences, such as the constant and dynamic sociocultural modifications. It is essential that the teacher is also a critical researcher of his own practice, considering the historical and cultural changes of society. This paper presents a holistic, descriptive and interpretative case study conducted between 2017 and 2018 about pedagogical practices with digital technologies Moodle, miscellaneous games and Computational Thinking through Scratch, developed with elementary school students in a public municipal school of Cascavel/Paraná in Brazil. The investigation was conducted by the teacher herself, with the purpose of evaluating her practices with a view to their improvement. The results pointed to positive aspects of the work developed so far, and elements that could be polished, some of which were refined during the study, bringing important contributions to the students' development.
The complexity of teaching and learning processes requires a constant rethinking of pedagogical practices, in a continuous evaluation and resizing, as these processes suffer different influences, such as the constant and dynamic sociocultural modifications. It is essential that the teacher is also a critical researcher of his own practice, considering the historical and cultural changes of society. This paper presents a holistic, descriptive and interpretative case study conducted between 2017 and 2018 about pedagogical practices with digital technologies Moodle, miscellaneous games and Computational Thinking through Scratch, developed with elementary school students in a public municipal school of Cascavel/Paraná in Brazil. The investigation was conducted by the teacher herself, with the purpose of evaluating her practices with a view to their improvement. The results pointed to positive aspects of the work developed so far, and elements that could be polished, some of which were refined during the study, bringing important contributions to the students' development.
Description
Keywords
Práticas pedagógicas Tecnologias digitais de informação e comunicação Estudo de casos Investigação da própria prática Pedagogical practices Digital information and communication technologies Case study Research of the own practice
Citation
Kaminski, Márcia Regina; Boscarioli, Clodis - Aprimoramento da própria prática pedagógica com tecnologias digitais com crianças do ensino fundamental: do Moodle ao pensamento computacional. "RE@D – Revista de Educação a Distância e eLearning" [Em linha]. ISSN 2182-4967. Vol. 2, nº 2 (nov. 2019), p. 45-64
Publisher
Universidade Aberta. Laboratório de Educação a Distância e Elearning (LE@D)