Projetar: framework fundamentado em técnicas da Computação para construção de projetos de Feiras de Ciências para o Ensino Fundamental

Abstract

Science Fairs are pedagogical approaches that place students as protagonists of their learning process, through experimentation and scientific research. However, challenges arise in their implementation, in particular, the difficulty in developing projects. With the aim of guiding and simplifying the development of these projects, the Projetar framework was created to facilitate the construction of educational projects in Elementary School, with a focus on Science Fairs. The proposal integrates concepts from Project Pedagogy (PP), Computational Thinking (CP) and Software Engineering (SE), aiming to promote meaningful learning. The research began with the identification and understanding of the concepts and techniques of CP applicable to the educational context. Then, the activities of ES processes were analyzed, which were adapted and generalized for problem-solving in a school environment. The relationship between PP and ES was then established, forming the basis of the Projetar framework. The framework is presented as a flexible and robust structure, designed to guide teachers and students in the elaboration, organization and execution of projects. Additionally, a Canvas Model was developed to assist in the organization, documentation, and transparency of activities. The proposal was evaluated by professionals in the education field, whose feedback confirmed the effectiveness and benefits of the framework and the Canvas Model. A satisfactory grade was obtained, with a score of 8,54 regarding its usefulness in achieving the objective of assisting in the construction of projects for the science fair, and a score of 8,85 regarding the recommendation of using this proposal by other teachers. The research concludes that the relationship between PP, PC, and ES, materialized in the Projetar framework, represents a significant advance for pedagogical practice, encouraging investigative and student-led learning. The methodology of the work included an extensive literature review, adaptation and validation of concepts, and the creation of practical tools, presenting a contribution to the development of educational projects in Elementary Education.