Implementação de currículo de programação no Uruguai
os professores diante do poder, da autonomia e das dinâmicas na sala de aula
DOI:
https://doi.org/10.18861/cied.2025.16.2.4145Palavras-chave:
primeira infância, programação, dinâmicas de poder, autonomia, agência, adaptaçãoResumo
No contexto do esforço global para desenvolver o pensamento computacional e as habilidades de programação em crianças desde o final dos anos 1990, este estudo examina as dinâmicas entre professores do segundo ano do ensino fundamental e seus alunos durante a implementação de um currículo de programação em escolas públicas de dois departamentos do Uruguai. Utilizando análise narrativa, os resultados são organizados em três grandes temas que ilustram como as estruturas de poder entre professores e alunos foram negociadas e, em alguns casos, redefinidas com a introdução de novas tecnologias na sala de aula. Dezessete professores participaram de grupos focais de 45 minutos, nos quais compartilharam seus sucessos, desafios e estratégias para lidar com a agência dos alunos e sua demanda por independência nos processos de aprendizagem. Com base no referencial do Desenvolvimento Tecnológico Positivo (PTD, na sigla em inglês), este estudo enfatiza a importância da flexibilidade pedagógica. Incentiva os professores a adaptarem ainda mais suas aulas às necessidades, ritmos e preferências dos estudantes, promovendo ambientes inclusivos, adequados ao desenvolvimento e com uma integração significativa da tecnologia. Além disso, os resultados ressaltam que a tecnologia não funciona apenas como ferramenta passiva de instrução, mas também como meio de autoexpressão, comunicação e apropriação da aprendizagem, à medida que as estruturas de poder se tornam mais fluidas e compartilhadas.
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