Banca de DEFESA: IDI CARLA SANTOS DE ARAUJO

MICROLEARNING: COMPUTATIONAL THINKING FOR TEACHERS ON INSTAGRAM

Continuous Teacher Training; Computational Thinking; Literacy; Instagram; Micro-learning.

This work is part of an investigation with the application of micro-learning in a continuous teacher training, about computational thinking on Instagram. It arises from the need to (re) think new models of continuous teacher training, which proposes to verify, how can micro-learning contribute to the continuous teacher training of teachers? It is based on successful experiences of teachers who used social media to promote interactions with the most diverse content with their students, which were mapped in the literature review of this work. The mapping sought publications on the training of literacy teachers with relevance of knowledge and practices of computational thinking in the early years, on social media, Instagram. The methodology developed is of an applied, exploratory, descriptive and explanatory nature. With support from Gil (2002); Minayo (2007); and Lakatos & Marconi (2007). It has action research, based on Thiollet (1986) and the creation of a Contextualized Instructional Design with reference to Filatro (2018; 2023), both for the creation of content on computational thinking, and for the Instagram profile, seeking in an innovative way, to develop a prototype of training by micro-learning via the aforementioned social network. Here is the translation to English: It was approved by the Ethics Committee, under the CAAE number of nº 70562623.2.0000.5537. In addition, as a theoretical reference, it reflects on the (re) construction of the teacher’s identity, the implementation of public policies, the perception of the international and national scenario on the development of these policies, considering documents such as American Computer Science Teacher Association (CSTA); International Society for Technology in Education (ISTE); Brazilian Computer Society (SBC); Center for Innovation for Brazilian Education (CIEB); and the National Common Curricular Base (BNCC), as well as experiences of teachers inside and outside Brazil. In addition, it has Almeida (1987); Freire (1987); Gabrielli (2006); Filatro (2003; 2004; 2008; 2015; 2017; 2019; 2023); Pascal (2020); Moran (2019); Elia (2021); Ambrós (2022); Klering, Trarbach e Kersch (2023); De Souza Rios (2023); that support the reflections and constructions of the structuring of this research. This work developed the experience of micro-training with literacy teachers in the initial years, presenting as a product a social technology, possible to be replicated, scaled at low cost, in an innovative way with the content of democratic access, bringing teachers closer to the resources and technological tools to learn about the axis of computational thinking with children in the initial years in literacy.