Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Ramos, Rogeria Campos |
| Orientador(a): |
Almeida, Fernando José de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22229
|
Resumo: |
This thesis aims to identify how programming and robotics are integrated into the curriculum of early childhood education in five cities in the north of Portugal and in five schools in the city of São Paulo, Brazil, as well as highlighting pedagogical and technological tools and procedures, such as Educational Robotics, used in early childhood education. We analyzed groups of children of pre-school age (3 to 6 years of age). The study, although not for comparative purposes, involved two distinct scenarios: cities in the North of Portugal and the city of São Paulo in Brazil. In Portugal, the field was composed of five public schools (5) in the districts (Aveiro, Braga, Coimbra, Porto and Viseu) and approximately 150 pre-school children from school units participating in the Kids Media Lab Project. information was collected in five (5) private schools, all located in neighborhoods of the Southern Zone of São Paulo, which work with the Robota Educational Technology Project, covering approximately 150 Brazilian children. Also involved in the study were school unit managers, project coordinators, teachers from the mentioned schools and the respective students from both countries. The procedures used to collect the information were: observation, descriptions and analysis of the classes, through the application of questionnaires and fichas to the teachers involved in the projects. The observations generated the transcription of twelve fact sheets related to the participants, through video, audio, questionnaire or interviews. From the analysis it was identified that in the 5 (five) schools observed in Portugal, and in the 5 (five) schools in the south of São Paulo, Brazil, there is a concern to address curricular contents, but in the five public schools in Portugal some classes are not so much about the contents proposed in the curriculum. The method used in the five schools of Portugal follows the standards of Constructivism, marked by the concern with the organization of the activities, so that the competences of the children with the use of robotics in the classroom are evidenced. It was verified that play was widely used in the five schools in Brazil, which was preserved in all contents worked on the proposals of the curriculum. The organization and availability of resources were observed in all classrooms in five schools in Portugal and in five schools in Brazil. Regarding the way of clearly defining the evaluation criteria, the incidence was low in both Portugal and Brazil. The use of robotics was evidenced in the ten schools as an instrument that can be used in the learning of children attending Early Childhood Education, however, should have more studies that emphasize the use of robotics in the curricula, even because many teachers have demonstrated no have mastery over technologies, much less robotics. The universalization of its use in the kindergarten schools must still fulfill a huge path of impact studies as well as teacher training. Much still needs to be improved so that there is an interaction between content and robotics in education appropriate to children's education, because, in the five schools in Portugal, as well as in the five schools in the south of São Paulo in Brazil, they must integrate the contents with this new strategy of teaching, greater knowledge about the learning of children of this age and the use of technologies beyond fad or mere pedagogical activism |
