Que tal falar na minha língua?: educação, linguagens de programação e apropriações críticas em articulação com a BNCC

• Ano de defesa: 2023
• Autor(a) principal: Machado, Aline Alvares
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tecnológica Federal do Paraná; Curitiba; Brasil; Programa de Pós-Graduação em Tecnologia e Sociedade; UTFPR
• Palavras-chave em Português: Pedagogia crítica; Tecnologia; Linguagem de programação (Computadores); Educação Básica; Cultura; Política pública; Tecnologia da informação; Computação - Estudo e ensino; Estudantes do ensino fundamental; Critical pedagogy; Technology; Programming languages (Electronic computers); Basic education; Culture; Public policy; Information technology; Computer science - Study and teaching; School children; CNPQ::CIENCIAS HUMANAS; Sociais e Humanidades
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/33255

The study focuses on the significance of critical discussion about Digital Culture, which is one of the ten General Competencies listed in the National Common Curricular Base (BNCC). It proposes a convergence of pedagogical and social practices via critical theories of education and critical theory of technology. School practices must be unrestricted to the instrumental perspective. As a result, they must address social and ethical issues concerning knowable objects in their contexts. According to the bibliographic research, the critical appropriation of artifacts and the production of meanings by students are not expressive themes among the policies studied. As a result, it provides a foundation for a critical analysis of the documentary context while also highlighting the need to highlight potential critical appropriations of technologies in the school context the research question is: is it possible to generate a critical understanding of digital technologies, as proposed in the BNCC, through experimental practices in the classroom? The goal is to observe and analyze the appropriations made by students in an open pedagogical context, stimulating the creation of broader and deeper dialogues about the history, development, and applications of digital technologies, based on STS (Science, Technology, and Society) themes, with the humanization of relationships between people and digital technologies playing a central role. This study was oriented toward action-research field research to investigate the appropriations carried out by a group of elementary school students from a municipal school in Curitiba using digital artifacts, including programming languages. Data was gathered through participant observation and a research diary, which is a common technique in action research. The field research’s documents and data were analyzed using Bardin’s discourse analysis technique (1977). The presence of deterministic thinking in the Digital Culture Competence concept seeks to signal the need for a critical appropriation of the BNCC General Competencies, particularly the BNCC Competencies. The study also revealed students’ critical appropriations of digital technologies. These findings support the hypothesis that a critical pedagogical action permeated by the STS field can contribute to the development of a humanizing critical pedagogical praxis. In this case, the field practice allowed us to question the importance of decision-making processes in the school community, in addition to criticizing them. The findings also suggest that, in an STS-oriented pedagogical practice, it is possible to approach sócio-scientific aspects, such as programming languages, articulated to a social context, in this case, a problem of the school community defined by the students. This work demonstrates that the STS field is on the rise, fostering new understandings and approaches that can apply concepts from this field to socially relevant topics for the students involved, thereby promoting learning.