This research was designed to identify the difficulties causes faced for
teachers using computer science in their pedagogical pratice, to become able to
overcome them and consequently to contribute for consolidation of educative
computer science in teaching activities.
During the development of this research it was observed that personal
pratice using a applied methodology to applied computer science disciplines
(“Informática Aplicada”) on technician in farming course, indicated a good way to
partial overcoming of identified difficulties, even if this practice wasn´t related of a
specific theoretical base.
Therefore, we intended, by this work, to set some concepts and systemize
them to become able to consider a methodology of work based on Projects
Pedagogy that can promote the overcoming of the difficulties, after identify the
problem root. Analogy with the cycle of development of softwares demonstrated
that the adoption of a cyclical procedure for the development of works projects
directed toward the use of computer science in the teaching practice represents a
good methodological tool capable to favor the reflectivity on the teaching practice,
promoting the interdisciplinarity and the transdisciplinarity, transforming educative
computer science into a tool of linking disciplines, breaching the fragmented vision
of a specific discipline introduced to computers exclusive use and/or restricted to
computer science laboratories.
Finally, we emphasize the continuous and continued professors formation
necessity for the effective incorporation of educative computer science to their
pedagogical practice, because, if they are enabled to apply new technologies and
if they know how to design pedagogical projects with them, the professors will feel
themselves encouraged in using these technologies in school curricular actions
most creative.
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