<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582019000300182</article-id>
<article-id pub-id-type="doi">10.15359/ree.23-3.9</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Programación de tecnologías para la inclusión social con Scratch: Prácticas sobre el pensamiento computacional en la formación docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Programming Technologies for Social Inclusion With Scratch: Computational Practices in a Teacher&#8217;s Professional Development Course]]></article-title>
<article-title xml:lang="pt"><![CDATA[Programação de tecnologias para a inclusão social com Scratch: práticas de pensamento computacional na formação de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monjelat]]></surname>
<given-names><![CDATA[Natalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Rosario de Investigaciones en Ciencias de la Educación Consejo Nacional de Investigaciones Científicas y Técnicas - Universidad Nacional de Rosario ]]></institution>
<addr-line><![CDATA[Rosario ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>182</fpage>
<lpage>206</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582019000300182&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582019000300182&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582019000300182&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En los últimos años se observa un interés por desarrollar prácticas, conceptos y perspectivas del pensamiento computacional y la programación en las escuelas, por lo cual resulta crucial la formación docente en estas temáticas. Sin embargo, poco se conoce sobre el proceso que siguen las maestras y los maestros cuando se acercan a estos contenidos novedosos. Considerando estas cuestiones, el presente estudio de caso exploratorio e intrínseco tiene por objetivo analizar las prácticas del pensamiento computacional desarrolladas por un grupo de 13 docentes en un taller de formación, donde crearon tecnologías para la inclusión social (TIS) programando con Scratch. El análisis de los diferentes datos recogidos durante esta experiencia piloto (encuestas, producciones realizadas por sus participantes, grabaciones en audio, etc,) evidencia una estrecha articulación entre las prácticas computacionales puestas en obra y la programación de proyectos hipermediales que abordan problemáticas propias de las personas participantes. Estos resultados muestran que el abordaje de la enseñanza de la programación se planteó como un proceso cercano a la realidad cotidiana de maestras y maestros, poniendo de relieve la importancia de generar prácticas educativas mediatizadas que sean a su vez situadas. Diseñar un trayecto formativo para crear TIS, aparece en este sentido como una opción válida para la enseñanza de la programación y el desarrollo del pensamiento computacional, en línea con estudios previos que proponen formar tanto a docentes en servicio como en formación, desde propuestas contextualizadas y ejemplos significativos en un marco comunitario y colaborativo de reflexión e intercambio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In recent years, there is an interest in developing practices, concepts and perspectives of computational thinking and programming in schools. Therefore, it is crucial to train teachers in these subjects. However, little is known about the process that teachers follow when approaching these new contents. In this context, the present exploratory and intrinsic case study aims to analyze the computational thinking practices developed by a group of 13 teachers while participating in a professional development workshop, where they created technologies for social inclusion (TIS) by programming with Scratch. The analysis of the different data collected during this pilot experience (surveys, productions carried out by the participants, audio recordings, etc.) evidences a close articulation between computational practices and programming of hypermedia projects that addresse participants&#8217; contextualized problematics. These results show that professional development related to programming was proposed as a process close to the day-to-day reality of teachers, highlighting the importance of generating mediated and situated educational practices. Designing a training path to create TIS appears, in this sense, as a valid option for the teaching of programming and the development of computational thinking, in line with previous studies that proposed professional development courses for teachers from contextualized proposals, and using significant examples in a community and collaborative framework of reflection and exchange.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nos últimos anos, há um interesse em desenvolver práticas, conceitos e perspectivas de pensamento computacional e programação nas escolas, onde a formação de professores nesses assuntos se torna crucial. No entanto, pouco se sabe sobre o processo que o corpo docente seguem quando abordam esses novos conteúdos. Considerando estas questões, o presente estudo de caso exploratório e intrínseco tem como objetivo analisar as práticas de pensamento computacional desenvolvidas por um grupo de 13 professores em uma oficina de formação, onde foram criadas tecnologias para inclusão social (TIS) através da programação com o Scratch. A análise dos vários dados coletados durante este projecto-piloto (entrevista, produções dos participantes, gravações de áudio, etc.) mostra uma ligação intima entre as práticas computacionais utilizadas e a programação de projetos de hipermídia, que abordam problemas próprios das pessoas participantes. Os resultados mostram que a abordagem do ensino de programação foi considerada como um processo próximo ao cotidiano do corpo docente, enfatizando a importância da geração de práticas educativas mediadas e ao mesmo tempo situadas. Desenhar um caminho de formação para criar o TIS, surge como uma opção válida para o ensino de programação e desenvolvimento do pensamento computacional, em consonância com estudos previos que propõem formar professores tanto em serviço como educação, a partir de propostas contextualizadas e exemplos significativos em uma comunidade e estrutura colaborativa de reflexão e intercâmbio.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pensamiento computacional]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[Scratch]]></kwd>
<kwd lng="es"><![CDATA[tecnologías para la inclusión social]]></kwd>
<kwd lng="en"><![CDATA[Computational thinking]]></kwd>
<kwd lng="en"><![CDATA[Teacher professional development]]></kwd>
<kwd lng="en"><![CDATA[Scratch]]></kwd>
<kwd lng="en"><![CDATA[Technologies for Social Inclusion]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento computacional]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Scratch]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias para inclusão social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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