A relação com o saber na linguagem de programação de computadores: os sentidos construídos pelos(as) professores(as)

Abstract

This article consists in building a reflection on the relationship with knowledge in Computer Programming Language. Based on this investigation, we seek to unveil the meanings constructed by the professor when teaching computer programming language. We will take the theory of the Frenchman Bernard Charlot as a conducting wire. The daily life investigated was of professors from Southern Brazil, Santa Catarina, who teach computer programming in higher-level courses in Computer Science and Information Systems. The methodological path was inspired by Charlot's (2009) instrument, called “balances of knowledge”, for the generation and understanding of the voices of those who live the daily life of Computer Programming Language. The mentioned instrument allows the analysis of the generated data, which were portrayed in the form of narratives, in which it makes it possible to observe the meanings that emerged on the significances built from the experience of the relationship with knowledge when teaching programming language. The contribution of this research is the theoretical-methodological approach, from which it presents the relationship with knowledge and the meaning constructed when teaching a programming language in higher education, elements of being a teacher in the programming language.