A abordagem STEAM e aprendizagem baseada em projetos: o desenvolvimento do pensamento computacional nos anos iniciais do ensino fundamental.

• Ano de defesa: 2022
• Autor(a) principal: Rosa, Thaís de Almeida
• Orientador(a): Terçariol, Adriana Aparecida de Lima
• Banca de defesa: Terçariol, Adriana Aparecida de Lima , Gitahy, Raquel Rosan Christino , Teixeira, Rosiley Aparecida , Fusaro, Márcia do Carmo Filismino , Constantino, Paulo Roberto Prado
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: educação básica; abordagem STEAM; aprendizagem baseada em projetos; pensamento computacional; educação disruptiva e criativa
• Palavras-chave em Inglês: basic education; STEAM approach; project-based learning; computational thinking; disruptive and creative education
• Palavras-chave em Espanhol: educación básica; enfoque STEAM; aprendizaje basado en proyectos; pensamiento computacional; educación disruptiva y creativa
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3123

This dissertation is linked to the Master's Program in Management and Educational Practices at Universidade Nove de Julho (PROGEPE-UNINOVE), articulated in a special way, to the Line of Research and Methodological Intervention of Learning and Teaching Practices (LIMAPE). The object of investigation proposed here was the analysis of the articulation of the STEAM approach with Project-Based Learning (PBL) and its contributions to the development of Computational Thinking in the early years of Elementary School. As guiding questions for its development, it was defined: What are the principles that support the STEAM approach and Project-Based Learning in the context of Basic Education, especially in the early years of Elementary School? How can the STEAM approach and PBL contribute to the better development of computational thinking in the early years of Elementary School? Did the STEAM approach articulated to the PBL collaborate with the development of competences and skills in tune with the teaching of Computing in Basic Education? What would be the difficulties and challenges to be overcome in this scenario? Based on these concerns, the general objective of the study was to analyze how pedagogical practices based on the STEAM approach and Project-Based Learning (PBL) contribute to the development of Computational Thinking in the early years of Elementary School. The research universe was a confessional and private school institution of Basic Education, in the North Zone of the city of São Paulo, which has approximately 780 students enrolled from kindergarten to the 3rd grade of High School. The participants of this research were 48 students of the 3rd year of Elementary School between 8 and 9 years old. The research adopted a qualitative approach and was developed through intervention research. The data collection instruments were the questionnaire and participant observation. The following were used as main theoretical references: Freire (1987; 1996) and Securato (2017) and Resnick (2017) for the discussion on disruptive and creative education, Bacich (2018; 2020) and Pugliese (2017) on the STEAM approach, in Based Learning in Projects we rely on Bender (2014) and for approaches on Computational Thinking Papert (2008), Wing (2006) and Brackman (2017), among others. In addition, official documents were used, such as the National Common Curricular Base (BNCC) – Brazil/CNE (2018) and the document created for its complementation in terms of the inclusion of Computing in Basic Education – Brazil/CNE (2022). With this study, the main results showed that students learn more easily and autonomously, becoming protagonists. In this context, the STEAM approach articulated with PBL promotes in students the possibility of experiencing projects, seeking solutions based on real situations, which transcend the school in the development of Computational Thinking, providing new paths for a disruptive and creative education and the re-signification of learning in early years of elementary school.