O projeto de hackers como ambiente potencializador do protagonismo juvenil

Abstract

Educational processes, in general, do not allow active participation of students since they are based on a vertical logic and end up being developed in a passive way, often consisting only in the exposure and transfer of knowledge. The School of Hackers (UPF) project is characterized as a space that seeks to enable the active participation of the subjects in the development of skills in the area of computer programming and logical-mathematical reasoning. From this perspective, it is questioned whether the Project School of Hackers consists of a space conducive to youth protagonism, in which one can identify and develop protagonist actions in the performance of participating students. To investigate this issue, a qualitative methodological approach was adopted, opting for the focus group method and exploratory analysis for data collection and treatment. The subjects investigated were five students from 6th to 9th grade elementary school from Passo Fundo-RS municipal schools that participated in the School of Hackers Project, in its first edition. As a theoretical basis, Costa (2000) studies on youth protagonism, studies on learning in the Pozo approach (2002), and authors of the field of Educational Informatics, among them Papert (1986) and Ruskoff (2012), were selected. Among the results obtained it was possible to perceive that in the Project School of Hackers students had the opportunity to develop their autonomy, critical awareness and the ability to solve real problems, demonstrating that the protagonist's ability to act is in formation.