O uso do Raspberry Pi como ferramenta de apoio pedagógico no ensino fundamental – Capitão Poço / Pará

Abstract

This work proposes a methodology for the teaching of programming in a class of fourth year of elementary school, it was sought to see what was known about the technological means of these children that are considered "Digital natives", with the technological advance the schools need to make digital inclusion to promote the access of technologies to all and to make the best use of all knowledge in relation to technology in general. The objective of the present work is to analyze the degree of students' dominance in relation to programming, algorithms and logical sequences. It was introduced algorithmic classes, and Scratch educational software that contains an intuitive interface and seeks to teach programming in a playful way, to teach the programming was done a questionnaire application with the students about what was already prior knowledge after this activity an algorithm class was carried out with children aged between 8 and 12 years, and they are students of School Boy Jesus, located in Capitão Poço - Pará. The research consists of evaluating and investigating the participants' knowledge regarding technologies and Computing. To accomplish this project, a bibliographic survey was carried out on the teaching of programming and the inclusion of games in the classroom, the use of Raspberry PI, and on the teaching of informatics in education. Subsequently, a field research was carried out to verify how digital media access is given at school. It was also observed how teachers use the technological resources in the classroom. Soon after, a closed questionnaire was developed in order to verify the degree of mastery of the students of the fourth year of said school. Afterwards the data were analyzed to obtain preliminary results of the research, where it can be noted that the students have knowledge about computers in general, since the majority studies in the school since the literacy, using the laboratory at least once a week, but had not had any contact with the programming, however basic, only with educational games that the school has in its collection, or searched the internet. With the development of the classes it was possible to observe the use and inclusion of Raspberry in the classroom and to analyze its use as mediator of the teaching-learning process and the contributions that the use of robotics can bring to education from the fundamental level.