O método Trezentos como estratégia pedagógica no ensino de algoritmos: análise das contribuições para o curso técnico em Informática na forma integrada

Abstract

Knowledge related to the topic of algorithms and/or programming logic is essential for IT Technicians or professionals in related areas. However, these concepts are permeated by difficulties, due to their complexity, which deal with the capacity for abstraction, a correct sequencing of actions, which will enable the construction of correct logical reasoning, dexterity in mathematical knowledge, among other knowledge. To this end, the present study sought to analyze the contributions of the Trezentos Method, as a pedagogical strategy for teaching and learning Algorithms and Programming Logic in an extension course offered to Computer Technician students in the Integrated Form. The theoretical foundation addressed the concepts and principles of Integrated High School offered at Federal Institutes, integral human training and High School curricula, the insertion of active methodologies in Professional and Technological Education and their relationship with the integral

training of student and, finally, about the collaborative and meaningful teaching- learning process in Professional and Technological Education. This is a case study

that unfolded in a participatory research and occurred with students in the first year of the Technical Course in Computer Science in the Integrated Form of the Teresina Central campus of the Federal Institute of Piauí, who were subjected to the following methodological resources: a) participant observation; b) questionnaires, with open and closed questions. Through a bibliographic survey on the difficulties related to the construction of knowledge about algorithms and programming logic, the educational product of this research was planned and executed, the extension course Introduction to Algorithms and Programming Logic, developed with the Trezentos Method. The data produced in the application and evaluation of the course were analyzed from a qualitative perspective and revealed that there was an increase in the grade of the majority of students with the application of the methodology and, consequently, an improvement in learning about the contents. It was also verified that the course contributed to promoting the student's comprehensive training, since, even though it was introductory, the content was well organized and provided acquisition of skills in logical-mathematical reasoning, in abstraction, improving their computational solutions. in the construction of algorithms, in addition to communicative and interactional skills, in the field of empathy, in solidarity with the learning of the collective. It was found that the appropriation of active methodologies in Professional and Technological Education, as teaching strategies, can contribute to learning that is closer to the reality of the student and the world of work, thus making it possible to bring this learning that makes you reflect on your surroundings, that encourages more global, comprehensive training and, not just the acquisition of technical knowledge. It is hoped that this educational product, as well as this research, can contribute to other students, inside or outside the Federal Institutes, towards a more significant understanding of knowledge related to algorithms and/or programming logic.