Robot solution: um kit para o estímulo de competências do pensamento computacional
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas) |
Texto Completo: | http://repositorio.ifam.edu.br/jspui/handle/4321/1457 |
Resumo: | The transformations that affect man throughout his history show his cognitive development through the construction of artifacts. Realizing man's dominance over the elements of nature and the gradual improvement of these processes, shows how much construction techniques impact technologies, and consequently, affect man. In this intrinsic relationship between man and nature, personal and social development can be seen. However, this development does not occur homogeneously and generates plural societies with discrepancies in technological knowledge. This scenario, defined by irregular technological progress, commands for urgent solutions based on educational processes, in order to propose cognitive and social development obeying the dynamism of technological aspects. Harari (2018) said that man does not understand digital technologies in their entirety, hence the question: How to appropriate these technological resources? Based on the maker mentality, in the vision of Seymour Papert and Dale Dougherty, seeks to rescue the builder man, and thus, activate primitive instincts driven by curiosity and creativity. Maker Culture promotes teaching in a fun, challenging and enjoyable way. As a teaching resource, Educational Robotics is used, which offers creative and differentiated activities encouraging innovation. The construction of robotic projects is a strategy that allows the inclusion of the Programming Language and the pillars of Computational Thinking, from the perspective of Jeannette Wing and Christian Brackmann. In this way, different aspects are developed in parallel in the cognitive, social, psychomotor, affective fields and, mainly, the development of skills and competencies specific to Computational Thinking. Therefore, this research follows the guidelines provided by the BNCC and the PCN for High School, the target audience to be reached, with a view to achieving an emancipatory and necessary education in the current technological society. As a product resulting from this practice, a robotic kit was developed, which presents the creation of its parts adaptable to different materials and seeks to reach a diverse audience. The teaching guide was created based on the thoughts of Zabala (2014), which helps learning by reformulating its contents – Conceptual, Procedural and Attitudinal – which are in line with what is proposed by the Educational Robotics and Maker Culture approaches. |
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Robot solution: um kit para o estímulo de competências do pensamento computacionalCultura makerRobóticaPensamento computacionalHabilidades e competênciasCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMThe transformations that affect man throughout his history show his cognitive development through the construction of artifacts. Realizing man's dominance over the elements of nature and the gradual improvement of these processes, shows how much construction techniques impact technologies, and consequently, affect man. In this intrinsic relationship between man and nature, personal and social development can be seen. However, this development does not occur homogeneously and generates plural societies with discrepancies in technological knowledge. This scenario, defined by irregular technological progress, commands for urgent solutions based on educational processes, in order to propose cognitive and social development obeying the dynamism of technological aspects. Harari (2018) said that man does not understand digital technologies in their entirety, hence the question: How to appropriate these technological resources? Based on the maker mentality, in the vision of Seymour Papert and Dale Dougherty, seeks to rescue the builder man, and thus, activate primitive instincts driven by curiosity and creativity. Maker Culture promotes teaching in a fun, challenging and enjoyable way. As a teaching resource, Educational Robotics is used, which offers creative and differentiated activities encouraging innovation. The construction of robotic projects is a strategy that allows the inclusion of the Programming Language and the pillars of Computational Thinking, from the perspective of Jeannette Wing and Christian Brackmann. In this way, different aspects are developed in parallel in the cognitive, social, psychomotor, affective fields and, mainly, the development of skills and competencies specific to Computational Thinking. Therefore, this research follows the guidelines provided by the BNCC and the PCN for High School, the target audience to be reached, with a view to achieving an emancipatory and necessary education in the current technological society. As a product resulting from this practice, a robotic kit was developed, which presents the creation of its parts adaptable to different materials and seeks to reach a diverse audience. The teaching guide was created based on the thoughts of Zabala (2014), which helps learning by reformulating its contents – Conceptual, Procedural and Attitudinal – which are in line with what is proposed by the Educational Robotics and Maker Culture approaches.As transformações que afetam o homem ao longo de sua história mostram seu desenvolvimento cognitivo através da construção de artefatos. Perceber o domínio do homem sobre os elementos da natureza e o gradativo melhoramento destes processos mostra o quanto as técnicas de construção impactam nas tecnologias e, consequentemente, modificam o homem. Nesta relação intrínseca entre homem e natureza, é percebido seu desenvolvimento pessoal e social. Contudo, esse desenvolvimento não ocorre de forma homogênea e gera sociedades plurais e com discrepâncias de saberes tecnológicos. Este cenário, definido pelo progresso tecnológico irregular, pede por soluções urgentes com base nos processos educacionais, a fim de proporcionar o desenvolvimento cognitivo e social obedecendo à dinamicidade dos aspectos tecnológicos. Harari (2018) aponta que “o homem não entende as tecnologias digitais em sua totalidade”, daí surge, o questionamento: Como se apropriar destes recursos tecnológicos? Para solucionar essa questão, pautamo-nos na mentalidade maker de Seymour Papert e Dale Dougherty, na qual busca-se ativar os instintos primitivos direcionados pela curiosidade e criatividade. Como recurso didático, é utilizada a Robótica Educacional, que oferece atividades criativas e diferenciadas, incentivando a inovação. A construção de projetos robóticos é uma estratégia que permite incluir a Linguagem de Programação e os pilares do Pensamento Computacional, sob a perspectiva de Jeannette Wing e Christian Brackmann. Dessa forma, são desenvolvidos paralelamente diferentes aspectos nos campos cognitivos, sociais, psicomotores e, principalmente, o desenvolvimento de habilidades e competências próprias do Pensamento Computacional. como prevê a BNCC e os PCNs para o Ensino Médio. Como produto resultante desta prática, foi desenvolvido um kit robótico, que apresenta a elaboração de suas peças adaptáveis a diferentes materiais e busca alcançar um público diversificado. O guia didático foi elaborado a partir do pensamento de Zabala (2014), que auxilia na aprendizagem a partir da reformulação de seus conteúdos – Conceituais, Procedimentais e Atitudinais — que vão ao encontro do proposto pelas abordagens Robótica Educacional e da Cultura Maker.BrasilCampus Manaus CentroMestrado Profissional em Ensino Tecnológico (MPET)Instituto Federal do AmazonasIFAMInstituto Federal do AmazonasIFAMFrota, Vítor Bremgartner dahttp://lattes.cnpq.br/6100146230873494Frota, Vítor Bremgartner dahttp://lattes.cnpq.br/6100146230873494Pacheco, Maria Lúcia Tinocohttp://lattes.cnpq.br/8566103887875970Magalhães Netto, José Francisco dehttp://lattes.cnpq.br/3958238119785924Marinho, Deyse dos Santos2024-04-04T23:50:45Z2024-04-042024-04-04T23:50:45Z2023-12-19info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMARINHO, Deyse dos Santos. Robot solution: um kit para o estímulo de competências do pensamento computacional. 2023. 104 p. Dissertação (Mestrado Profissional em Ensino Tecnológico) – Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, Campus Manaus Centro, Manaus, 2023.http://repositorio.ifam.edu.br/jspui/handle/4321/1457porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas)instname:Instituto Federal do Amazonas (IFAM)instacron:IFAM2024-04-04T23:50:45Zoai:localhost:4321/1457Repositório InstitucionalPUBhttp://repositorio.ifam.edu.br/oai/requestcgeb@ifam.edu.bropendoar:2024-04-04T23:50:45Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas) - Instituto Federal do Amazonas (IFAM)false |
dc.title.none.fl_str_mv |
Robot solution: um kit para o estímulo de competências do pensamento computacional |
title |
Robot solution: um kit para o estímulo de competências do pensamento computacional |
spellingShingle |
Robot solution: um kit para o estímulo de competências do pensamento computacional Marinho, Deyse dos Santos Cultura maker Robótica Pensamento computacional Habilidades e competências CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Robot solution: um kit para o estímulo de competências do pensamento computacional |
title_full |
Robot solution: um kit para o estímulo de competências do pensamento computacional |
title_fullStr |
Robot solution: um kit para o estímulo de competências do pensamento computacional |
title_full_unstemmed |
Robot solution: um kit para o estímulo de competências do pensamento computacional |
title_sort |
Robot solution: um kit para o estímulo de competências do pensamento computacional |
author |
Marinho, Deyse dos Santos |
author_facet |
Marinho, Deyse dos Santos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Frota, Vítor Bremgartner da http://lattes.cnpq.br/6100146230873494 Frota, Vítor Bremgartner da http://lattes.cnpq.br/6100146230873494 Pacheco, Maria Lúcia Tinoco http://lattes.cnpq.br/8566103887875970 Magalhães Netto, José Francisco de http://lattes.cnpq.br/3958238119785924 |
dc.contributor.author.fl_str_mv |
Marinho, Deyse dos Santos |
dc.subject.por.fl_str_mv |
Cultura maker Robótica Pensamento computacional Habilidades e competências CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
topic |
Cultura maker Robótica Pensamento computacional Habilidades e competências CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
The transformations that affect man throughout his history show his cognitive development through the construction of artifacts. Realizing man's dominance over the elements of nature and the gradual improvement of these processes, shows how much construction techniques impact technologies, and consequently, affect man. In this intrinsic relationship between man and nature, personal and social development can be seen. However, this development does not occur homogeneously and generates plural societies with discrepancies in technological knowledge. This scenario, defined by irregular technological progress, commands for urgent solutions based on educational processes, in order to propose cognitive and social development obeying the dynamism of technological aspects. Harari (2018) said that man does not understand digital technologies in their entirety, hence the question: How to appropriate these technological resources? Based on the maker mentality, in the vision of Seymour Papert and Dale Dougherty, seeks to rescue the builder man, and thus, activate primitive instincts driven by curiosity and creativity. Maker Culture promotes teaching in a fun, challenging and enjoyable way. As a teaching resource, Educational Robotics is used, which offers creative and differentiated activities encouraging innovation. The construction of robotic projects is a strategy that allows the inclusion of the Programming Language and the pillars of Computational Thinking, from the perspective of Jeannette Wing and Christian Brackmann. In this way, different aspects are developed in parallel in the cognitive, social, psychomotor, affective fields and, mainly, the development of skills and competencies specific to Computational Thinking. Therefore, this research follows the guidelines provided by the BNCC and the PCN for High School, the target audience to be reached, with a view to achieving an emancipatory and necessary education in the current technological society. As a product resulting from this practice, a robotic kit was developed, which presents the creation of its parts adaptable to different materials and seeks to reach a diverse audience. The teaching guide was created based on the thoughts of Zabala (2014), which helps learning by reformulating its contents – Conceptual, Procedural and Attitudinal – which are in line with what is proposed by the Educational Robotics and Maker Culture approaches. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-19 2024-04-04T23:50:45Z 2024-04-04 2024-04-04T23:50:45Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
MARINHO, Deyse dos Santos. Robot solution: um kit para o estímulo de competências do pensamento computacional. 2023. 104 p. Dissertação (Mestrado Profissional em Ensino Tecnológico) – Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, Campus Manaus Centro, Manaus, 2023. http://repositorio.ifam.edu.br/jspui/handle/4321/1457 |
identifier_str_mv |
MARINHO, Deyse dos Santos. Robot solution: um kit para o estímulo de competências do pensamento computacional. 2023. 104 p. Dissertação (Mestrado Profissional em Ensino Tecnológico) – Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, Campus Manaus Centro, Manaus, 2023. |
url |
http://repositorio.ifam.edu.br/jspui/handle/4321/1457 |
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por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Brasil Campus Manaus Centro Mestrado Profissional em Ensino Tecnológico (MPET) Instituto Federal do Amazonas IFAM Instituto Federal do Amazonas IFAM |
publisher.none.fl_str_mv |
Brasil Campus Manaus Centro Mestrado Profissional em Ensino Tecnológico (MPET) Instituto Federal do Amazonas IFAM Instituto Federal do Amazonas IFAM |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas) instname:Instituto Federal do Amazonas (IFAM) instacron:IFAM |
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Instituto Federal do Amazonas (IFAM) |
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IFAM |
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Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas) |
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Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas) |
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Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas) - Instituto Federal do Amazonas (IFAM) |
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cgeb@ifam.edu.br |
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