An experience of insertion of Programming Language in High School Integrated with Technical Professional Education based on curricular flexibility

Abstract

The principle of curricular flexibility presupposes innovations in pedagogical projects to meet the new realities, among which, we highlight the technological immersion of contemporary society. In this sense, we present a curricular menu as a theoretical-methodological contribution to the development of skills related to the learning of programming language (i.e. algorithmic thinking and real-world problem solving in computational language). The menu was consolidated through a holistic approach based on criteria such as coherence, feasibility and a learning curve that provide a global character due to the heterogeneity of training. Its principles are found in the connection between professional training and technological implementation. The feasibility of the proposal was suggested by scale acceptance forms and observations made in the context of the classroom in the IFNMG's integrated computer and environmental courses. The level of learning was rated on a scale of 1 = very easy to 5 = very difficult, with an average of 2.57. Our result suggests that in the adopted language, Python, no item was considered particularly difficult, which can be related to its compact and clean syntax, when compared to other languages. The preliminary application of the proposal in the IFNMG to different professional profiles showed good interaction of the students with Python, as well as, assimilation and the ability to reframe the acquired content through the construction of proposals for joint work and professional application.