Da recognição e da cognição inventiva: uma cartografia das experiências de programação por estudantes de escolas públicas do ensino fundamental

Abstract

In this Doctoral Thesis in Education, we present a research guided by the following problem: how are the emerging cognitive processes of student-monitors programming experience? Under the line of research in Education, Development and Technology, the research aims to build a cartography of the cognitive processes of students, which emerge from their programming experiences. These students were participating in Scratch workshops, whose objectif was the production of Learning Objects through this programming environment for use by students in the early years of public schools. The concepts-tool that operate in this Thesis, supported in Maturana, Varela and Kastrup, are structural technological couplings, enaction / invention, recognition and breakdowns. This qualitative study of descriptive nature, based on case study and inspired by the cartographic method of intervention research, the research led to the invention of clues about the emerging cognitive processes of programming subject experiences. In general, we realized that these experiences were predominantly recognitives. Although we have identified some inventive loopholes, we realized that they were not grown, so they could become more significant and trigger new inventive processes. In this sense, we understand that interventions are needed to promote recurrent processes of problematization in order to cause breakdowns in the cognition of subjects, leading them to the invention of self, knowledge and the world.