Banca de QUALIFICAÇÃO: IDI CARLA SANTOS DE ARAUJO

COMPUTATIONAL THINKING AND CONTINUING TEACHER TRAINING: EXPERIENCE ON USING MICROLEARNING THROUGH INSTAGRAM

Teacher training; Computational Thinking; Literacy; Instagram; BNCC.

This work is part of a construction of rethinking the identity, experiences and new challenges that permeate education, considering reflections and actions on the continuing education of teachers, in light of the references and documents mentioned in this research, seeking to improve my pedagogical practice, in addition to to contribute scientifically with new ideas and experiences to education. It arises from the opportunity to exchange experiences with colleagues and the need to make new ways of learning happen on the contemporary classroom floor, not only for the student, but also the teacher. The idea for the development of the work was to create digital content through an experiment of a pilot plan for continued training on Instagram, in light of the BNCC complementary document, on computational thinking in the early years, seeking to be a didactic support tool for literacy teachers who work at this level of education. A systematic mapping of the literature was carried out, searching for publications on the training of literacy teachers with relevance to the knowledge and practices of computational thinking in the early years, on social media, Instagram. The methodology developed is applied, exploratory, descriptive and explanatory in nature.There is action research, based on Thiollet and the creation of a Contextualized Instructional Design with reference to Filatro, both for the creation of content on computational thinking, and for the Instagram profile, seeking in an innovative way, to develop a training prototype with microlearning via the aforementioned social network. Gaps regarding the training model via microlearning were found in the literature with systematic mapping, considering Instagram being used as a digital resource for knowledge production among teachers. Furthermore, as a theoretical reference, it reflects on the (re)construction of teaching identity, the implementation of public policies, the perception of the international and national scenario regarding the development of these policies, considering documents such as CSTA, ISTE, SBC, CIEB, BNCC, as well as experiences of teachers inside and outside Brazil.Furthermore, there are Freire (1987), Almeida (1987), Elia (2021), Pascal (2020), Moran (2019), Klering, Trarbach and Kersch (2023), who support the reflections and constructions of the structuring of this research. This work aims to develop a different experience with a group of up to 15 early years literacy teachers, in an innovative way with democratic access content, bringing teachers closer to technological resources and tools to learn about and apply computational thinking with children in their literacy years. .