Formação continuada de professores em robótica educacional com práticas no ambiente Tinkercad: uma experiência maker

Abstract

The search for innovative methods for teaching Mathematics and Science is part of the daily lives of teachers in these curricular components, as it is common to find reports about learning difficulties in these areas in their speeches. An example of this are the low average proficiency results of participants in the National Secondary Education Examination (ENEM), presented in recent years. The study presents the use of Educational Robotics (ER) as a practical alternative for teachers who face the challenges of teaching these components, historically considered <hard subjects=. This work aims to analyze the knowledge acquired by teachers about Educational Robotics using Tinkercad through a Maker experience. This is participatory action research, with a qualitative approach that uses Didactic Engineering (DE) as its research design. Thus, the study is divided into four stages, namely: preliminary analyses, a priori analysis, experimentation and a posteriori analysis and validation. In the first stage, the topic required in-depth and familiarity, through bibliographical research and practical experiences with the problem. In the second, an introduction course to RE was created using the Tinkercad environment and the study's research hypotheses were established. The third was consolidated by the application of the course during the continuing education of three mathematics teachers and one physics teacher at a public school in the Ceará state network, located in the municipality of Caridade. Finally, in the fourth stage, the data collected in the previous phase was studied, applying the Content Analysis method derived from Bardin's studies. Furthermore, the hypotheses defined in the second stage of DE were validated, evaluating the replicability of the experiment. As an Educational Product (EP), a website was created that provides four didactic situations applied during the experience, study materials and also guidance for practicing authorial RE projects in the Tinkercad environment. The results demonstrate that by combining science and technology through RE, the teacher can bring an interdisciplinary, playful and attractive experience to the classroom context, in which the student becomes a producer of technology and a participant in their learning. Tinkercad proved to be an ideal tool for this practice, in addition to allowing savings in the costs of robotics components due to the characteristic of prototyping and virtual simulation, as the study also highlights the need to technologically equip schools and invest in continued training as an enhancement the potential of teachers in using these resources.