ROBÓTICA COMO METODOLOGIA ATIVA NA ESCOLA: POLÍTICAS PÚBLICAS PARA EDUCAÇÃO E A FORMAÇÃO DE PROFESSORES

Abstract

This dissertation is the result of research on the use of robotics activities as a technological resource for exploring concepts related to the school curriculum. The general objective of the research is to understand whether robotics as an active methodology can contribute as a social, political, cultural and educational process, based on the BNCC. It is considered relevant for this work to discuss the need for public policies on the use of technologies that add quality to the teaching and learning process. Among the specific objectives, the following stand out: to investigate the viability of robotics as an active methodology, to analyze public policies on educational technology, as well as to evaluate the pedagogical relationship between teacher training and educational robotics. The study is grounded in a public document, the new National Common Curricular Base, where we sought to interpret the practices adopted for the development of educational robotics from the perspective of active methodologies. In the second chapter, the corpus of analysis are two dissertations on the subject, where the first instills on the school curriculum and educational robotics and the second on teacher training and educational robotics. Throughout the research, he talks about teacher training and the challenges of the educational process in the search for new enriching alternatives for teaching and learning, including the use of technology. This research had as method the qualitative approach, having as methodological instruments the bibliographical and documental research on the theme. Of the researched authors, the works of Almeida (2003), Gatti (2013), Tardif (2003), Brasil (2017), Brito (2006), Moran (2015), Blikstein (2020), Santaella (2010), Dertouzos (1997), Fagundes (2008), Champangnatte (2009), Freire (1985), Campos (2011), Almansa (2021), among others. The analyzed data indicated that: a) public policies for the use of technologies do not prioritize all the possibilities that could be offered; b) it is up to the teacher and the teaching institution to focus on innovation and rethink paradigms of professional performance; c) it is necessary that public policies are based on the adoption of measures that are potentiated with technology in a conscious way and the school action must be considered; d) pointed out that the use of robotics in the classroom can be a technological resource to contribute to social, political, cultural and educational processes, by using concrete and virtual digital artifacts in the search for solutions to social problems.