Robótica educacional e ensino : proposta de implantação em espaço de construção e experimentos

Abstract

The present research addresses the different stages of implementation of the Robotics in School Program in public elementary educational units of final years, having as main experience, and product of research, the introduction and systematization of a pilot structure that incorporates Educational or Pedagogical Robotics as an elective space in the Project of Integral Education in elementary school in final years. According to the literature of the last twenty years, Educational Robotics has been considered as a technological space of transdisciplinary and multireferential possibilities, as such, has charmed students and awakened the attention of teachers throughout the world at all levels and educational modalities. Presented as instrumental technology, it can be used as a pedagogical resource in any and all curricular activity, area or educational level. As elective, it is a curricular modality in which the student is enrolled, when in an autonomous way, makes his choice by affinity or motivation, aiming at another school space where he can express his innate cognitive potentialities. The construction and effective implementation of the elective structure and instruments took place in a collaborative and interactive way between researcher, teachers and students, characterizing an investigation of the research-action type, performing constant analysis of the productions, making considerations about the difficulties experienced in the process and using the methodology of execution of the experiments, the mediation of learning based on the socio-historical theory of Lev Vygotsky and constructionist of Seymour Papert. In this way, it is intended to make feasible a proposal for Educational Robotics as elective, as provided for in the full-time Education program. Practically and theoretically, the research was anchored by the multiple media resources of Digital Technologies aiming at the use of Distance Education through a Virtual Learning Environment as an information space and permanent training, contributing in person and also at the distance, in the construction of robotic cognitive artifacts as authorial student production. As for the analysis of the data obtained, they point out a great contribution of the processes developed in the research to the valorization of the robotics in the classroom mediated by the teacher, helping the construction of new knowledge and the promotion of effective learning, that can contribute to a better understanding and application of the technological and scientific concepts present in the curricular subjects.