O processo de ensino nas aulas de informática : um estudo das abordagens teóricas presentes na prática pedagógica dos professores licenciados em Computação

• Ano de defesa: 2013
• Autor(a) principal: Jacovais, Nathiele dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Prática docente; Licenciados em computação; Tradicionalismo; Construtivismo; Construcionismo; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Teaching practice; Graduates in computing; Traditionalism; Constructivism; Constructionism
• Link de acesso: http://ri.ufmt.br/handle/1/1181

This research, means to understand the theoretical approaches in pedagogical practice of licensed teachers in computing. It presents as a matter of research the theoretical approaches present in the practices of licensed computer teachers. Three professionals were selected from a public school in the State of Mato Grosso, active in high school mode Integrated Vocational education-computer technician. The study is based on the approaches of empiricism and rationalism, in addition to the method advocated by Jean Piaget-constructivist – pointing out how learning is present in teaching practices. For reasons of practice in which they are used technological resources, presents the constructionist Seymour Papert. The research, exploratory and descriptive qualitative approach, data collection instruments non-participatory observation, semi-structured interview and analysis of Annual Plans prepared by research subjects: three teachers graduates in computing. In observations of the performance of the teachers, sought to understand how learning is present in the speeches of teachers surveyed. In the interviews, conducted after the completion of the observations, we tried to identify, beyond the comprehension of the conceptions of teaching, the perception towards theoretical approaches and her look in relation to pupils learning. The analysis of Annual Planning contributed to the foundation of the data collected and methodologies used by teachers. The results of these various techniques were compared for consistency between practice in the classroom and the teachers expressed on it. There is evidence of a diverse practice and notes that for teachers research subjects there is no clarity about the difference between traditionalists and contrutivista/construcionista theories.