Resumen

MONJELAT, Natalia  y  SAN MARTIN, Patricia Silvana. Programming with Scratch in educational scenarios: assimilation of guidelines or joint construction of technologies for social inclusion?. Prax. educ. [online]. 2016, vol.20, n.1, pp.61-71. ISSN 0328-9702.  http://dx.doi.org/10.19137/praxiseducativa-2016-200106.

Nowadays there is an increasing interest in the use of different tools, such as Scratch, to teach and learn programming in educational contexts. The present article inquires about Scratch developers´ discourses and their guidance for teaching and learning programming, aiming to promote Mediated Educational Practices that make possible the co-construction of technologies for social inclusion in formal and non-formal contexts. Sociotechnical approach and the methodological framework of Dynamic Hypermedia Device are the theoretical bases of this exploratory and qualitative study. From results´ analysis it can be concluded that barriers for co-constructions of technologies for social inclusion in educational contexts are not related to limitations of the tool itself, but to the instrumental orientation of the educational practices.

Palabras clave : Computational programming; Educational mediated practices; Socio-technique approach; Dynamic hypermedia device; Scratch.