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Title: Formação de professores e informática. Da falta de teoria à necessidade da prática: o caso de uma escola agrotécnica
Authors: ESPÍRITO SANTO, Adilson Oliveira do
Keywords: Prática de ensino
Formação de professores
Issue Date: 20-Dec-2005
Publisher: Universidade Federal do Pará
Citation: PERRIER, Gerlane Romão Fonseca. Formação de professores e informática. Da falta de teoria à necessidade da prática: o caso de uma escola agrotécnica. 2005. 120 f. Dissertação (Mestrado) - Universidade Federal do Pará, Núcleo Pedagógico de Apoio ao Desenvolvimento Científico, Belém, 2005. Programa de Pós-Graduação em Educação em Ciências e Matemáticas.
Abstract: This research was designed to identify the difficulties causes faced for teachers using computer science in their pedagogical pratice, to become able to overcome them and consequently to contribute for consolidation of educative computer science in teaching activities. During the development of this research it was observed that personal pratice using a applied methodology to applied computer science disciplines (“Informática Aplicada”) on technician in farming course, indicated a good way to partial overcoming of identified difficulties, even if this practice wasn´t related of a specific theoretical base. Therefore, we intended, by this work, to set some concepts and systemize them to become able to consider a methodology of work based on Projects Pedagogy that can promote the overcoming of the difficulties, after identify the problem root. Analogy with the cycle of development of softwares demonstrated that the adoption of a cyclical procedure for the development of works projects directed toward the use of computer science in the teaching practice represents a good methodological tool capable to favor the reflectivity on the teaching practice, promoting the interdisciplinarity and the transdisciplinarity, transforming educative computer science into a tool of linking disciplines, breaching the fragmented vision of a specific discipline introduced to computers exclusive use and/or restricted to computer science laboratories. Finally, we emphasize the continuous and continued professors formation necessity for the effective incorporation of educative computer science to their pedagogical practice, because, if they are enabled to apply new technologies and if they know how to design pedagogical projects with them, the professors will feel themselves encouraged in using these technologies in school curricular actions most creative.
Appears in Collections:Dissertações em Educação em Ciências e Matemáticas (Mestrado) - PPGECM/IEMCI

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