A CONTRIBUIÇÃO DA TEORIA HISTÓRICO-CULTURAL DE VYGOTSKY PARA O ENSINO E A APRENDIZAGEM DE ALGORITMO.

Abstract

The discipline whose content is algorithms can aid in cognitive development of the student by requiring him to work some higher mental functions such as logical reasoning, abstraction, voluntary attention, among others. To do so requires that he develop reading and text comprehension, memory, the relationship of prior knowledge to solve problems, among other mental abilities. Therefore, their use has been recommended as early as high school. Both the algorithm and the algorithmic thinking are being applied in many different areas of knowledge (Psychology, Medicine, Portuguese, Computer, etc.). Nevertheless, the low level of learning algorithms is a problem that occurs worldwide, including in the upper reaches of Technology in GIS, offered at the Federal Institute of Goiás, Goiânia campus. In general, the work and research carried out on the learning algorithm presented solutions through design/construction of computerized tools or by changing the methodology used in the classroom. We believe it is necessary to understand and analyze this problem from a perspective grounded in a theory of learning, in order to realize the whole process, not limited to the empirical aspects arising from poor training of teachers and students. Therefore, this research was based on Cultural-Historical Theory of Lev S. Vygotsky, considering aspects such as the formation of concepts, the Zone of Proximal Development and Learning. The central question of this research is: the point of view of THC, what is the role of teaching and learning algorithms? This question becomes general objective: To analyze the role of teaching and learning algorithms from the perspective of THC. It was found that the low level of learning algorithm is related to the role assigned to the subject by the subjects involved in this process, which are: the teacher and the students. Therefore, the results measured in this study reinforce the need for change in the paradigm modeled on an instrumental education.