Robótica aplicada à educação: uma análise do pensar e fazer dos professores egressos do curso oferecido pelo município de João Pessoa - PB

Abstract

Contemporary education demands pedagogical adjustments that are related to the organizational structure of society. In this perspective, the educators need to alter their teaching methodologies to serve the current social context, including new possibilities, such as it is in the case of robotics, a technological resource that can be used in the classroom as a pedagogical and creative alternative that can facilitate the Learning concepts and solving challenges that involve the curricular components in basic education. Thus, it is fundamental that teachers, through initial and continuing education, learn how to insert technologies into school activities. In this perspective, the objective of this study was to research the pedagogical thinking and doing of the teachers who graduated from the continuing education "Robotics Applied to Education". The theoretical references are based mainly on discussions about the historical context of the insertion of technologies in education, such as Valente (1999) Tajra (2008); Brings reflections about on the impact of the use of technological resources on the new generation of students, based on Veen and Vrakking (2009); Emphasizes the relation between robotics and education, especially in the researches of and Papert (2008), Ribeiro (2006), Castilho (2002) and Campos (2011); And emphasizes the importance of initial and continuing teacher training in the studies of Tardif (2000), Nóvoa (2007) and Schon (1995). The research is qualitative, descriptive and exploratory, in which we used the method related to the multiple case study, to observe the educational practices of two teachers of the municipal teaching network. In this way, our analysis reveals that the use of robotics can facilitate the development of students' learning, insofar as the activities were articulated to a certain knowledge. In this scenario, teachers' practices highlighted the existing gap, requiring them to investigate specifically other possibilities of application of educational robotics in the classroom. For this reason, we elaborated as final product, a guide of orientations to guide the teachers in using robotics linked to the teaching of the curricular contents, through stages for the elaboration of the classes and suggestion of activities, aiming to contribute with the application of this appeal in the classroom.