A formação de professores e o pensamento computacional: uma experiência autoetnográfica

Abstract

The present research aimed to understand how teachers can mobilize their computational thinking with plugged and unplugged curricula acts. The study in question brings as the main cultural practitioner the researcher herself who develops the dissertation in the context of an autoethnography. Our theoretical-methodological referential is a bricolage of cyberculture theories in particular from the computational thinking field, teacher education, and multi-referential research with everyday life studies. In this project, the research field was the Formation Course called “Computational Thinking for all”, taught by professor Luiz Fernando Orleans at the Multidisciplinary Institute of the Rural Federal University of Rio de Janeiro IM/UFRRJ. We counted on the participation of teachers from the government school system of Baixada Fluminense. The methodology of the work happened via research training with situations of plugged and unplugged activities. We developed face-to-face and online activities, with workshops during the face-to-face meetings and during our professional activities at the schools where we work. I highlight the online journal as the structuring device for the construction of the autoethnography. It was possible to realize the importance of training for a good teaching job, and that training starts from the teacher's interest, implication, and engagement with their continuing education. Thus, the teacher of any area of knowledge can mobilize computational thinking within him/herself and can seek alternatives to develop critical and creative thinking, aiming at solving problems with his/her students to mobilize them as well.