A lógica de programação: subsídios na produção de significados em ciências

Abstract

In recent years, some countries have made changes in the basic education curriculum in relation to the curriculum components that involve computer studies. Within this context are the studies of Programming Logic, which can help students develop logical thinking, creativity, innovation, critical thinking, problem solving and interaction. This area of knowledge associated with science teaching, for example, would lead the student to be involved in solving various activities, such as: creating games, simulators, animated stories and understanding of scientific content. Thus, this research aimed to analyze how Programming Logic can contribute to Science Teaching, which is inserted as a subsidy in the production of meanings in science in face of technological advances and the new generation of knowledge. Also, to realize a state of the art of how the logic of programming is structured in other countries and how it has contributed to science teaching in an interdisciplinary way; To analyze research and / or case studies in Brazil and present the results of applying the use of programming logic in the sociocultural perspective of Mediated Action Theory. The research is characterized as qualitative of the documentary type, the selected documents for this research were: computer curricula and Science Teaching and engineering, articles and dissertations. The study technique used was the content analysis of Bardin (2011), being constructed three categories and three subcategories of analysis. In addition, we present the results of a didactic sequence applied in a state school system, in the city of Bacabal - MA, the result of PEDIC research. As a result, we could understand that the curricula analyzed present the programming logic for the promotion of contextualized teaching and are not “closed” from a technical perspective. Curricula also have a transformative character in the sense that they lead their students to make decisions regarding the current situation of the world population, as they encourage critical thinking enabling students to be more involved in social issues. In the selected publications we identified that the programming logic can be worked on involving diverse contents, such as: kinematics, gravity, projectile launch, hydrocarbons, energy, cellular structure, sustainability and environment. These researches demonstrated innovative, creative, dynamic, interactive and motivational Science Teaching processes. The didactic sequence constructed from a sociocultural perspective of Mediated Action Theory revealed to us that the proposition of activities that involve problematic situations contribute to the critical formation of our students. Finally, we understand that it is necessary in science teaching to insert methodologies, didactic resources and curriculum structure that lead students to a deep level of understanding.