Fundamentos da robótica educacional desenvolvimento, concepções teóricas e perspectivas

Abstract

Considering that the technologies penetrate diverse social means, being present in almost all the contexts of the contemporary world, we have that the current education has undergone several changes mainly due to technologies coming from the computer science. Within the school context we witness both public and private networks the development of activities that involve technological topics and among them we bring to the discussion of this work Educational Robotics. For at least a decade, a scientific movement of support and incentive to the activities of Educational Robotics within the school routines has been verified within the public education network of Ceará. These activities have been carried out by teachers who did not have the specific training in this subject, but who have contributed with works of relevant pedagogical value. This instigated us to question what the concepts are normally worked by these teachers in the activities of Educational Robotics, as well as to identify which are the theoretical bases that guide their pedagogical actions. For this purpose, a data survey was carried out in the information base of the Education Department of the State of Ceará of the last ten years, identifying all the actions reported by said network. This survey allowed to verify several information such as the ways of encouraging the development of projects, the training of the teachers involved and the school institutions in which the subject matter is most evident. With this information, a series of meetings were held with teachers and educational institutions to follow up and observe the work developed, allowing us to identify the topics addressed and the pedagogical theories guiding the actions. Finally, the consolidation of these data allowed us to elaborate a didactic material of Educational Robotics that was used to observe how the teacher is placed in formation in view of the technological need of the current school. In short, the work points out that Educational Robotics is placed within the teaching networks, bringing with it the opportunity to work with two of the main formatives demands of the current century, which are: collaborative work and encouragement to solve complex problems. In addition, we identify the problems that may develop in the use of inadequate procedures of the available didactic materials, completely distorting the constructionist proposal of Robotics as an instrument of pedagogical support.