A relação com o saber docente na linguagem de programação

Abstract

This Thesis consists of investigating the relationship with knowledge in Programming Language (LP), aiming to understand the processes of mobilization with knowledge in the meanings attributed by the teacher in teaching Programming Language, emphasizing the promotion of a Humanizing Education. The writing of this work is in the form of a "cloud immersion" metaphor. We take as guiding threads the Anthropology of Education and the Sociology of the Subject, based on the works of Bernard Charlot (2000, 2001, 2005, 2012, 2013, 2020, 2021, 2022, 2024), with a view to reflecting on the meaning attributed to Education, and by Herbert L. Dershem (1995), on the characterization of the programming language. The works of Jorge Larrosa (2002, 2015, 2017, 2018, 2021) are taken as input with a view to reflecting on teaching in higher education. The methodological movement developed through qualitative research; data generation was via sociodemographic questionnaire, knowledge balances and interviews, in which this route was inspired by Charlot's (2009) instrument Balanços de Saber. We call “life balances in Programming Language” for the generation and understanding of the voices of teachers who live the daily life of Programming Language. 65 professors who work in PL teaching at public, community and private universities in different Brazilian states participated in the investigation. Data analysis was constructed based on Moraes and Galiazzi's (2007) Discursive Textual Analysis (ATD), intertwined with Charlot's (2009) knowledge assessment procedures in which three dimensions emerged: Me and teaching Programming Language ; I, teacher, teacher and the empowerment of being a teacher; and Me, Computer Science and contemporary society. Thus, a tangle of relationships: relationships in the great world of Relationship with Knowledge, relationships in the world of teaching and relationships in LP. To compose the analysis, we used the interactive data visualization technique to present the research results, in which the expressions were portrayed in the formof a visual representation, which presents the voices of the teachers, through the interactive visualization "word cloud" the frequency of dimensions expressed in teaching voices. Through the website with visual analysis using the tree graph technique, we created the instrument to present what was interpreted from the analysis on the intensity of mobilizations in the sense constructed in PL teaching, thus realizing the teacher's epistemic relationship on mobilization in meaning attributed in LP teaching. The results of the investigation from the perspective of Relationship with knowledge emphasize that the processes of mobilization with knowledge in the meanings attributed by the teacher in teaching Programming Language, intertwine the relationships: epistemic, identity and social that the teacher establishes with oneself, with others and with the world based on the relationship, in a recursive process of constructing the subject, promoting a Humanizing Education. The contribution of this research is the theoreticalmethodological approach from which it presents a new relationship with knowledge in Programming Language, the reflection of the meaning of teaching on "the relationship with teaching knowledge in Programming Language for a Humanizing Education", mobilization for LP teaching. [resumo fornecido pelo autor]