Implementação de práticas de educação popular em um curso de programação EaD

Abstract

Since the 2020 pandemic, remote programming courses for youth and adults have become increasingly popular, such as the Python introductory course offered by LIpE at UFRJ, which originally followed a face-to-face model. However, the distance education (DE) format can easily reproduce the concept of "banking education", leading to low interaction and high dropout rates. This dissertation analyzes the implementation of popular education practices and active learning methodologies in the course, based on the contributions of Paulo Freire and bell hooks, which aim to value students' prior knowledge and promote active participation, critical reflection, and social transformation. The research was conducted through action research methodology, involving the active participation of students, monitors, and coordinators, resulting in the collaborative design, implementation, and evaluation of pedagogical strategies. The changes implemented in 2024 and 2025, including a revised schedule, use of interactive tools, and the introduction of new content such as "Technology and Society", demonstrated formative potential for both students and monitors. Although these interventions did not significantly reduce dropout rates or extend reach beyond the Rio de Janeiro region, they proved valuable for the participants who completed the course. The findings of this dissertation are presented throughout the text and will be submitted to LIpE, with the aim of contributing to the ongoing improvement of the course and reinforcing its proposal for a more critical, inclusive, and transformative distance education.