Navegando por Palavras-chave "Construcionismo"

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    Formação de professores, lógica de programação e matemática: uma somatória possível?
    (Universidade Federal de São Paulo (UNIFESP), 2020-02-06) Pauli, Ines Cristina de Castilhos [UNIFESP]; Rosalen, Marilena Aparecida de Souza [UNIFESP]; Universidade Federal de São Paulo
    This research was carried out in a Municipal Basic Education School in São Bernardo do Campo, SP, with the objective of observing the technological training of regular teachers of the fourth and fifth years and if the work developed by Teacher of Support to Pedagogical Projects related to Technology (PAPPTEC), when using programming logic through the Scratch program, was able to promote a training action with the aforementioned teachers, and if they had the perception that they could apply the tool in the construction of knowledge of students in a contextualized way, with respect to mathematical objects. The case study methodology was adopted and the surveys were carried out by means of questionnaires, interviews, observation in the laboratory and analysis of the Political Pedagogical Project of the school unit in confrontation with the municipality's curriculum proposal regarding the application of technology in the process of teaching and learning. This study concludes that the utilized tool was exclusively based on PAPPTEC planning and as an exploration of the material in detriment to a specific content; regular teachers were unable to relate and systematize its use as a possible and convergent proposal with the learning of mathematical objects that were being taught during classes. The teachers considered that the logic of programming could be used as a strategy, but not as a methodological approach or pertinent to the teaching and learning necessary for the development of the skills proposed for the year. Teachers did not consider that PAPPTEC also aimed at training them while developing projects with students. This study notes that it will be necessary to approach and plan between the PAPPTECs and the regular teachers, regarding the skills to be developed for each year, more aligned to the learning objects. The school is a space that produces knowledge, in addition to teaching it and where learning takes place effectively. During the process of construction of teaching knowledge, teachers become qualified to choose the most suitable methodology to achieve the learning of the proposed knowledge objects, enabling the related skills to be developed in the students. The responses obtained in the questionnaire demonstrate that all teachers have sought continuing education in recent years. The study also reveals that we should review the use of technological equipment for students in the early years of basic education because the effect may be contrary to what is desired, especially regarding the development of creative thinking.
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    Papert: programação e a busca por um plano de aulas construcionista
    (Universidade Federal de São Paulo, 2022-08-12) Prado, Claudiane Oliveira do [UNIFESP]; Souza, Renato Marcone José de [UNIFESP]; http://lattes.cnpq.br/8984902656508635; http://lattes.cnpq.br/2853323718300636
    A utilização da programação nas propostas pedagógicas não é um assunto novo e aumentou consideravelmente nos últimos anos, mas ainda necessita de aprofundamento nas práticas pedagógicas e reflexões sobre sua integração ao currículo, principalmente no ensino fundamental inicial. A presente pesquisa busca unir o potencial da programação e o interesse que o uso de tecnologia exerce nos alunos, para, a partir desse cenário investigativo, refletir sobre os potenciais e as limitações dessa prática pedagógica. Foi realizada pesquisa de natureza qualitativa em escola de São Bernardo do Campo, com alunos do quarto ano do ensino fundamental. Os dados foram obtidos por meio de observação das aulas, por depoimentos, por entrevistas, por informações registradas em áudio, vídeo e escritas. Para a elaboração do plano de aulas, foi estudada a obra de Seymour Papert, tendo o construcionismo como princípio norteador da proposta. Um desafio que surgiu foi como avaliar essa prática pedagógica, de forma alinhada com as ideias do autor. Não tendo encontrado na literatura a visão de Papert sobre avaliação, foi realizada entrevista com Ann Berger Valente (Apêndice A), que contribuiu relatando suas observações e suas conversas com o pesquisador. Com este trabalho pretende-se contribuir com as discussões sobre o tema e refletir sobre as práticas pedagógicas que possibilitam a elaboração e a execução de um projeto dos alunos, incentivando o protagonismo e a resolução de problemas. Observou-se a possibilidade de trabalhar conteúdos matemáticos, aliados à programação, com crianças em um contexto de pandemia e como avaliar esse tipo de trabalho pedagógico.
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    Sentidos atribuídos pelos docentes da graduação em enfermagem da Universidade Regional do Cariri (URCA) ao conceito de integralidade do cuidado e sua correlação com a formação em saúde
    (Universidade Federal de São Paulo (UNIFESP), 2010-09-29) Pinho, Aline Samara Dantas Soares [UNIFESP]; Cecilio, Luiz Carlos de Oliveira [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The education of health professionals, according to official documents that give directions to its political, ideological, technical and scientific guidance, is supposed to be compatible with the Brazilian National Health Care System (SUS) consolidation process. In addition, it should be guided by the principle of health integrality as a right granted by citizenship and the principle of dignity that should be granted to the persons in need of health care. By considering the central role played by professors within the formal education scenario, it is fundamental to understand the sense it imprints upon the concept of integrality, in the perspective of developing pedagogical practices required for the formation of future nursing professionals. With objective of identify the senses ascribed by nursing undergraduate faculty members of Universidade Regional do Cariri (Regional University of Cariri – URCA) concerned with the concept of integrality and its correlation with health education. The research evolved from a literature review on the theme by using interviews (either one-to-one or in groups) with professors representing course disciplines whose credit hours are also developed in health services (supervised internship programs), where they act as preceptors. The analytical reference in use was the approach focused on the production of daily life senses and discourse practices under a constructionist standpoint. Two main theme blocks were adopted to systematize the collected empirical material. They were labeled “INTEGRALITY/IDEALITY” and “INTEGRALITY IN REALITY”. The former refers to an “idealized”, purely “discourse” integrality (which reproduces the principles of SUS and is synonymous with holistic attention and interdisciplinary action within the context of health care and the teaching of the nursing profession), whereas the latter allows characterizing “integrality” in its concrete planning and operation of services, whose organizational and operative features (fragmentation and discontinuity of health care; emphasis on procedure production, etc.) lead to remarkable (negative) implications for the education of nurses within the scope of graduation, undermining the ideal of integrality as proclaimed by the first theme block. It is possible to say that the study featured an INVERTED MIRROR IMAGE between what is perceived in the “integrality/ideality” and the “integrality”/reality, i.e., the real features found by professors in health service planning and operation that can be used as fields of practice for their students. The study was able to advance a little beyond the formal, quite idealized discourse of professors about the sense of integrality as it attempted to locate such discourse in the complexity (and challenge) of fulfillment within the context of concrete institutional practices produced by SUS. The study also led to a constructionism-oriented practice from the meeting of researcher and professors, which, by thinking over their experiences and difficulties, seems to point to (and place a bet on) new possibilities of meeting and reflection, as much as to produce professor-care practices committed with health care integrality and with a radical ethics towards the defense of life.