Insertion of block scheduling in the curricular planning of technical courses integrated to high school: IFES Nova Venécia
Mathematics Teaching, Block Programming, Scratch, Logical reasoning, Computing
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 Esp.rito Santo (Ifes) – Campus Nova Ven.cia. 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 Mor.n (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.