Robótica educacional na formação de professores e na prática pedagógica da rede estadual de ensino de Uiraúna-PB

Abstract

With technological advancement, and with the arrival of the fourth industrial revolution and the digital era, we see robotics, both in the commercial and competitive scenario and in the educational sphere, increasingly present in the daily lives of all humanity. This Course Completion Work aimed to investigate how the technologies and, consequently, the Robotics kits were inserted into schools in the State Education Network in the city of Uiraúna/PB. Furthermore, it also aimed to generate a contribution in the form of an educational product. The theoretical foundation was based on the laws: Law of Guidelines and Base (LDB) of 2005 and Law No. 9,879, of September 13, 2012 of the State Executive Branch of Paraíba; and in authors in the field of education such as: Ferraz and PagnI (2019), Kenski (2012), Winner (2007), Corsini and Araújo (1993), Argento (1997) and Silva (2019); also works in the field of Educational Robotics such as: Silva e Carvalho (2018), Azevedo, Aglaé, Pitta (2010), Silva (2009), Campos (2017), Führ (2018), Junior (2015). The methodology was supported by the authors: Silva, Oliveira and Silva (2021), Marconi and Lakatos (2003), Gil (2008) and Minayo (2002). This work as a methodological basis is qualitative research, of a bibliographic, documentary and exploratory nature. Through this research, we contribute to the understanding of the process of inclusion of the technological artifact robotics in Brazilian education and consequently in the Ninth Regional Education of Paraíba reaching State schools in the city of Uiraúna/PB. Making visible the need for training in Educational Robotics for Teachers that can involve individuals in order to build a protagonist participation of the participants and that is capable of building emancipatory, motivating knowledge. During our investigation into the introduction of Robotics kits in public schools, we realized that the rushed and poorly organized way of implementing these resources resulted in an unsatisfactory partnership between Education and Robotics. By promoting the integration of robotics in public schools, we will not only be preparing students for the demands of the 21st century, but also promoting a more engaging, practical education that is aligned with technological and social transformations. In addition to helping teachers in their ongoing training and contributing to the advancement of research in Educational Robotics.