Inserção da programação em blocos no planejamento curricular dos cursos técnicos integrados ao ensino médio do Instituto Federal do Espírito Santo (IFES) - Campus Nova Venécia

Abstract

This intervention project aims to investigate the possibilities of inserting programming in blocks in the curriculum planning of technical courses integrated into High School, at the Federal Institute of Espírito Santo (Ifes) – Campus Nova Venécia. As a theoretical contribution, this work is based on the authors Papert (1980,2008), Resnick (2020), Yin (2001,2005,2016), Valente (1993), Lakatos and Marconi (2008), Bacich and Morán (2018), among others. The methodology used is of an exploratory qualitative nature and the method consists of a case study, with a bibliographical research being previously carried out. The researcher carried out a documentary analysis of several institutional documents and semi-structured interviews with the Informatics and Mathematics teachers and the Pedagogical Management team. Based on the collected data, an analysis was carried out, through data triangulation, allowing to obtain a view of a certain subject from several points of view. As a result, an intervention proposal was produced to update the syllabus of the discipline of Informatics, of the Integrated Technical Courses of Mining and Building, in order to insert programming in blocks as syllabus. In addition, an interdisciplinary project was created that will allow the study of linear and quadratic functions, based on the precepts of Mathematics and Block Programming.