Robótica sustentável no ensino dos conceitos de eletricidade e hidrostática: a aprendizagem colaborativa como fundamentação teórico-metodológica

Abstract

The technology is increasingly making part of young people’s lives. Some of these expect that the school education reflects, at the very least, somewhat their reality, in a way that que use of the technologies related to teaching methodologies oriented by the actual context may improve the performance of those students that has not held good results with the traditional teaching. In face of the many technological resources, Robotics appears as an alternative. Nonetheless, the Robotics commercial kits used in some schoolhouses have a few issues, such as high cost, the restriction of use, once they have an exact quantity of pieces per box and its fitting parts are prefabricated. This may also narrow creativity and the teaching of some subjects, particularly Physics. In addition, the schoolwork with the programming is not always easy to be done. We propose a Robotics schoolwork as of low cost materials and the reuse of materials, without needing programming, for which we call Sustainable Robotics. Not only it is more accessible, but it also may provide a wider discussion on some Physics topics and foster the development of prototypes in more creative ways. In doing so, from an intervention was made this research whose main purpose is check how Sustainable Robotics may contribute on Electricity Teaching and on the learning of the Pascal principles, having as theoretical basis the Collaborative Learning. This practice involved a pedagogic practice performed during the period September to November 2019 in a technical and secondary state school, of which six first-year students have participated of the Computer course, of whom was split in two teams of three students each. In one of them, the team with Traditional Robotics, and the other, Sustainable Robotics. The pedagogic practice was filmed and with it the audio was transcript. These dialogues, in addition of our observation notes during the whole activity composed our data base. With all these data, analysis was made and the interpretations have shown that in both teams, Tradition and Sustainable, it was possible to achieve Collaborative Learning, yet, performing better results from the Sustainable one. Such practice also provided further interdisciplinary debates and broader motion. Whereas, the Traditional has presented complications with the instruction manual, on the matter of having fitting pieces prefabricated, when it comes to work with a single kit. Due to it all, we have remarked the limitation in terms of the student’s creativity, which led them often to argue, even more the construction of the prototype than the scientific issues approached by the gadget.