Análise de Discurso e de Conteúdo de uma Formacão em Pensamento Computacional para Professores

Barros, Taiser Tadeu Teixeira; Reategui, Eliseo Berní; Radaelli, Ricardo; Teixeira, Adriano Canabarro

doi:10.5753/cbie.sbie.2018.1733

Cited by 3 publications

(10 citation statements)

References 6 publications

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“…There is a much lesser number of institutions and websites offering resources in Brazilian Portuguese, including: Programaê [28], Pensamento Computacional Brasil [7], and the Center for Innovation in Brazilian Education [8]. Three online courses were made available by the national government in their Virtual Learning Environment (AVA-MEC) 6 , specifically designed to teach schoolteachers about CT, and show them how they can integrate it in their classes.…”

Section: 12mentioning

confidence: 99%

“…From the 13 papers retrieved in our manual search on CT and teacher development, eight present research with schoolteachers [3,6,10,22,24,25,30,32], and five developed research in higher education [2,13,14,15,19 schoolteachers Souza et al [32] 2016 WAlgProg Costa et al [10] 2017 WAlgProg Leite et al [22] 2017 WAlgProg Silva et al [30] 2017 WIE Martinelli et al [24] 2018 WIE Martinelli and Sakata [25] 2018 WIE Barros et al [6] 2018 SBIE…”

Section: Figure 1: Number Of Publications With "Computational Thinkinmentioning

confidence: 99%

“…Barcelos et al [3], Souza et al [32], Silva et al [30] and Barros et al [6] all conducted CT courses for schoolteachers, followed by interviews or questionnaires. Overall, teachers found the topic interesting, relatable to their practice, and could acquire new specific knowledge.…”

Section: Table 1: Publications On Computational Thinking and Teacher mentioning

confidence: 99%

“…Overall, teachers found the topic interesting, relatable to their practice, and could acquire new specific knowledge. On the other hand, the barrier that the use of technologies still represents for many teachers also appeared in the responses: 79% of the 40 mathematics teachers interviewed by Barros et al [6] declared that in order to use CT concepts in their teaching, they would need the help of an Informatics teacher; and all 13 teachers interviewed by Silva et al [30] cited the lack of computer labs as an obstacle to conduct CT activities. Like Martinelli et al [24], Silva et al [30] also identified the need for more CT courses for teachers.…”

Section: Table 1: Publications On Computational Thinking and Teacher mentioning

confidence: 99%

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Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?

Falção¹

2021

Anais Do I Simpósio Brasileiro De Educação Em Computação (EDUCOMP 2021)

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Integrating Computational Thinking (CT) and Computer Science (CS) concepts to childrens education is a hot topic nowadays. However, most research around this topic focuses on the students, how they learn and what they need to learn. Much less work has been done on the teachers needs to acquire and develop the necessary CT skills and knowledge to be teaching these students. Reflecting a general trend towards autonomous learning, many CT resources for educators are available, such as online courses for building capacity as well as activities and tools to be used in lessons. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among schoolteachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in-service (and mostly autonomous) development might not be sufficient. Meanwhile, faculty from teacher education undergraduate programs have been mostly unresponsive to these new demands related to CT. In fact, instructors themselves need to develop this new competence, as they are not familiar with the concept of CT or how to apply it. Very particular to the Brazilian context, CS teacher education programs (Licenciatura em Computação) could be a key to solve this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, the CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for schoolteachers from all other disciplines. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions. In our opinion, more attention must be given to developing CT in higher education institutions, including both facultys CT abilities and knowledge, and curriculum redesign.

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Section: 12mentioning

confidence: 99%

Section: Figure 1: Number Of Publications With "Computational Thinkinmentioning

confidence: 99%

Section: Table 1: Publications On Computational Thinking and Teacher mentioning

confidence: 99%

Section: Table 1: Publications On Computational Thinking and Teacher mentioning

confidence: 99%

See 2 more Smart Citations

Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?

Falção¹

2021

Anais Do I Simpósio Brasileiro De Educação Em Computação (EDUCOMP 2021)

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“…A ferramenta pode ser um meio de produção de recursos digitais, desenvolvimento de autonomia, reflexão conceitual, teórica e metodológica. Barros et al (2018) descrevem um processo de formação de professores que trabalhou conceitos relacionados ao Pensamento Computacional utilizando o Scratch. Participaram da pesquisa 53 professores do ensino fundamental (13 de Informática e 40 de Matemática) do Rio Grande do Sul.…”

Section: Trabalhos Relacionadosunclassified

Oficinas de formação para professores utilizando a linguagem de programação Scratch

Ferreira¹,

Menezes²,

Francisco³

2020

Anais Do XXVI Workshop De Informática Na Escola (WIE 2020)

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O presente estudo tem como objetivo apresentar as experiências oriundas de oficinas de introdução à linguagem Scratch com professores de uma escola da rede pública de ensino de Alagoas. Consideramos a pesquisa de natureza qualitativa, do tipo de estudo de caso. A pesquisa foi desenvolvida com a participação de 23 docentes. Os instrumentos para a coleta de dados foram o questionário e a observação participante. Para análise dos dados, optamos por adotar a Análise Temática. Consideramos as oficinas com Scratch como uma potente estratégia no processo de formação continuada, de modo a proporcionar outras possibilidades de operar com recursos digitais.

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Computational Thinking Goes to School: Implications for Teacher Education in Brazil

Falção

França

2021

RBIE

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Integrating Computational Thinking (CT) and Computer Science (CS) concepts into school curricula is a global trend nowadays. However, most research and educational programs and products focus on students’ needs, while much less work is being done on teacher education, so that they develop subject and pedagogical knowledge on CT. Reflecting an encouragement for autonomous learning, some CT resources for in-service teachers are available, such as online courses for building capacity as well as tools and activities for lessons. Meanwhile, the Brazilian government has already determined that CT must be present in school curricula and also in teacher education programs from all areas of knowledge. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among school teachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in service development might not be sufficient. Meanwhile, faculty from teacher education programs have been mostly unresponsive to the new demands related to CT, and face the not surprising barrier of their own lack of knowledge on the topic. In the Brazilian context, CS teacher education programs could be a key to solving this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for school teachers. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions (HEI). More attention must be given to developing CT in HEI, including faculty’s CT knowledge and curriculum redesign. In this direction, the new Brazilian network of CS teacher education programs (ReLic) has a great potential to establish an interdisciplinary dialogue that could help meet the demands of contemporary education.

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Análise de Discurso e de Conteúdo de uma Formacão em Pensamento Computacional para Professores

Cited by 3 publications

References 6 publications

Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?

Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?

Oficinas de formação para professores utilizando a linguagem de programação Scratch

Computational Thinking Goes to School: Implications for Teacher Education in Brazil

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