O desenvolvimento tecnológico e o pensamento computacional na educação

• Ano de defesa: 2020
• Autor(a) principal: Vieira, Kayenne Dias
• Orientador(a): Hai, Alessandra Arce
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Educação; Mundo digital; Pensamento computacional; Tecnologia e infância
• Palavras-chave em Inglês: Education; Digital world; Computational thinking; Technology and childhood
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/12438

This research aims, as a general objective, understand the relation between children’s education and digital technology, and as specific goals to analyze: authors’ contribution, since 2000, which researched technology usage and the computational thinking within education; pediatrics documents among new habits from technological devices exposure and manipulation; and documents that guide the inclusion of technologic theme for the Brazilian education. Through the dialectic methodology it was verified how the technological thematics has been embodied to scholar curricula and in classrooms practices in an international context from bibliographic survey with abstracts analysis on researches within the platforms “Portal de Periódicos Capes” and “Web of Science”. In the documental research of data and documents released by pediatrics teams were introduced the risks to the health as well as from children manipulation and exposure of technological devices. And in educators and computer scientists documents, was analyzed and interpreted, under the perspective of Historical-Cultural Theory, for understanding the relation “child, education and technology” since non digital objects manipulated by mankind from Froebel’s gifts to the knowledge in computation area that includes the computation thinking, digital culture and digital world. Thus, it was concluded as incipient the using of technology as knowledge to be studied due to its computational potential, for it also concluded that technology in schools has been widely used as a complementary tool to classes. Therefore, there is a universe of skills within knowledge objects to be explored in computational axes that enrich and promote the comprehension of technological development in the education field.