Atividades desplugadas sobre Álgebra de Boole na educação profissional e tecnológica: uma análise à luz da pedagogia histórico-crítica

Abstract

This research dissertation follows line 2 of Organization and Memories of Pedagogical Spaces in Professional and Technological Education (EPT), macroproject 1, which houses methodological proposals and teaching resources in formal and non-formal teaching spaces in EPT. It has the title of: "Unplugged Activity on Boolean Algebra in Professional and Technological Education: An analysis at the view of Historical-Critical Pedagogy" has as its general objective to analyze the characteristics of the teaching of Boolean Algebra at the Professional and Technological Education (PTE), taking into account the premises of unplugged computing (UC) and Critical Historical Pedagogy (CHP), to answer the research problem: how do the unplugged activities, based on CHP, contribute to the construction of Boolean Algebra concepts in PTE? In the search for answers, it is registered in this Dissertation, a theoretical foundation based on Institutional documents of the Federal Institute of Education, Science and Technology Farroupilha (IFFAR) and the Technical Course in Integrated Informatics, offered at the São Borja Campus, as well as foundations of the UC, the CHP of Professor Demerval Saviani and approximations with Historical-Cultural Psychology, rooted in the same Marxist theories. As a basis, the execution of a Systematic Review on UC in PTE from the HC perspective is recorded. In continuity, this dissertation presents the planning and realization of a sequence of four classes, taught in the two second-year classes of the Integrated High School of IFFAR – Campus São Borja, thought within the cycle of Action Research, which allowed the application of the Educational Product and had as its objective: to teach the importance of Boolean Algebra for Technology and its influence on the

world in which we live. To continue the action research cycle, the application of answers in Semi- Structured Questionnaires and the construction of Concept Maps by all students in the class are

presented, as well as the record of the classes in the Teacher's Diary. In the reflections of the evaluation in the cycle of Action-Research and data analysis, it is reported that Content Analysis was used, only with the data collected from the research participants, free and clarified according to the determinations of the Research Ethics Committee (REC) and the reflections recorded in the Teacher's Diary, to seek answers of the research objective that, in this dissertation, it contains the descriptive record of all the information that was relevant to the research. At the end of the research, first, it is intended to clarify that the Didactic sequence, properly planned, brought benefits when using the Educational Product in the classes of Hardware II, on Boolean Algebra, where it was considered that there was the stimulation of new knowledge. In addition, there is the intention to generate the investigative vocation of scientific production, by inviting the participants of the research, who are students of the PTE, to know and to reflect on the results found in it, through academic publications, which stimulate the emergence of new research in education and technology.