Abstract

VIEIRA, Francisca Lindvania da Silva; MACHADO, Adriano Silveira  and  MARTINS JUNIOR, Francisco Ranulfo Freitas. CONSONANCE AND DISSONANCE AMONG TEACHERS' REFLECTION ON PRACTICAL PERIOD AND THE CURRICULUM: THE CASE OF GRADUATION IN COMPUTING UECE/UAB. e-Curriculum [online]. 2019, vol.17, n.1, pp.79-106.  Epub Aug 05, 2019. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i1p79-106.

The purpose of this study was to investigate the relationship between curriculum and activities related to teaching, starting from the problem: What are the consonances and dissonances between reflective expressions of graduates in Computing/Computer Science, who studied in full the compulsory curricular and the curriculum on teacher education and practice of Computing/Computer Science? As a research methodology, the categorical analysis of the Content Analysis technique proposed by Bardin (1977) was used, which guided the categorization of sixteen themes, based on readings, interpretations and analyzes of one hundred and forty-six comments collected from three discussion forums, related to the three subjects of the internship, tasks required of the graduates in the MOODLE. After the categorization process, the sixteen themes were discussed on the basis of national curricular propositions on teacher training/practice, which occurs in both academic and scholastic space. Six consonances and four dissonances are the main results of this study and evidence factors that surround the teaching and educational formation in Computing/Computer Science, mainly in in the context that was outlined in the research.

Keywords : Consonance; Dissonance; Education; Teaching Practice; Computing.

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