A robótica educacional e o pensamento computacional no ensino médio
Autor(a) principal: | |
---|---|
Data de Publicação: | 2024 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | http://bibliotecatede.uninove.br/handle/tede/3371 |
Resumo: | This study is linked to the Postgraduate Program in Education at Universidade Nove de Julho (PPGE – UNINOVE), in particular to the Educational Policy Research Line (LIPED). The object of study is the analysis of educational robotics and computational thinking in high school. Starting from this object of study, some concerns emerged that motivated and directed the development of this research: what national public policies indicate in relation to the insertion of digital information and communication technologies in high school and what specificities are pointed out for the use of educational robotics and of computational thinking in the school context? How have educational robotics and computational thinking been articulated, aiming for their inclusion in high school? What resources and support materials can be used? What is the perception of teachers and students regarding the potential, difficulties and challenges of implementing pedagogical practices that combine robotics and computational thinking in high school? With the questions presented, the general objective was to analyze the feasibility of applying educational robotics and computational thinking in Basic Education, especially in High School. As specific objectives of the research we list: (1) identify, through the analysis of public educational policies, the insertion of digital information and communication technologies in Basic Education, especially educational robotics and computational thinking in High School; (2) Understand the possibilities of new curricular components, such as technology and innovation, designed and developed for the integration of educational robotics and computational thinking in high school; and (3) Verify the perception of teachers and students regarding the potential, skills and abilities developed, based on pedagogical practices that articulate educational robotics and computational thinking. Based on the objectives presented, the research was then developed according to a qualitative approach, developing through a case study. The instruments adopted were document analysis, questionnaires and semi-structured interviews. The research universe was defined as the project: Robotics, Computational Thinking and digital technologies in Basic Education: enhancing learning and skills in processes of resignification of science teaching developed from November 2019 to October 2022, with funding from the National Council for Scientific and Technological Development (CNPq), Ministry of Science, Technology, Innovations and Communications (MCTIC), based on the Universal Call MCTIC/CNPq – Notice nº 05/2019 – Science at School Program – Science Teaching in Basic Education and support from Nove de Julho University (Uninove). To this end, the analysis of educational robotics and computational thinking in high school was adopted as a focus in this investigation. The research is based on the following authors: Antônio Joaquim Severino, José Armando Valente, Jeannette Wing, Laurence Bardin, Marc Prensky, Seymour Papert, among others. The main results achieved with this study provided the understanding that the pedagogical practices that articulated educational robotics and computational thinking expanded the possibilities for building new knowledge, in a collaborative, meaningful and contextualized way. Furthermore, the results highlighted the challenges of the school curriculum, teacher training, interdisciplinarity and student engagement considered essential in high school. |
id |
NOVE_14623d9fa65a0557f8e02e960e6df490 |
---|---|
oai_identifier_str |
oai:localhost:tede/3371 |
network_acronym_str |
NOVE |
network_name_str |
Biblioteca Digital de Teses e Dissertações da Uninove |
repository_id_str |
|
spelling |
Terçariol, Adriana Aparecida de Limahttp://lattes.cnpq.br/2550466423628629Terçariol, Adriana Aparecida de Limahttp://lattes.cnpq.br/2550466423628629Constantino, Paulo Roberto Pradohttp://lattes.cnpq.br/8435853599892598Teixeira, Rosiley Aparecidahttp://lattes.cnpq.br/9920259406963954Gitahy, Raquel Rosan Christinohttp://lattes.cnpq.br/2170926949956746Biotto, Patricia Aparecidahttp://lattes.cnpq.br/1886874494025912http://lattes.cnpq.br/3034579872221748Evaristo, Ingrid Santella2024-08-08T18:27:32Z2024-03-25Evaristo, Ingrid Santella. A robótica educacional e o pensamento computacional no ensino médio. 2024. 193 f. Tese( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo.http://bibliotecatede.uninove.br/handle/tede/3371This study is linked to the Postgraduate Program in Education at Universidade Nove de Julho (PPGE – UNINOVE), in particular to the Educational Policy Research Line (LIPED). The object of study is the analysis of educational robotics and computational thinking in high school. Starting from this object of study, some concerns emerged that motivated and directed the development of this research: what national public policies indicate in relation to the insertion of digital information and communication technologies in high school and what specificities are pointed out for the use of educational robotics and of computational thinking in the school context? How have educational robotics and computational thinking been articulated, aiming for their inclusion in high school? What resources and support materials can be used? What is the perception of teachers and students regarding the potential, difficulties and challenges of implementing pedagogical practices that combine robotics and computational thinking in high school? With the questions presented, the general objective was to analyze the feasibility of applying educational robotics and computational thinking in Basic Education, especially in High School. As specific objectives of the research we list: (1) identify, through the analysis of public educational policies, the insertion of digital information and communication technologies in Basic Education, especially educational robotics and computational thinking in High School; (2) Understand the possibilities of new curricular components, such as technology and innovation, designed and developed for the integration of educational robotics and computational thinking in high school; and (3) Verify the perception of teachers and students regarding the potential, skills and abilities developed, based on pedagogical practices that articulate educational robotics and computational thinking. Based on the objectives presented, the research was then developed according to a qualitative approach, developing through a case study. The instruments adopted were document analysis, questionnaires and semi-structured interviews. The research universe was defined as the project: Robotics, Computational Thinking and digital technologies in Basic Education: enhancing learning and skills in processes of resignification of science teaching developed from November 2019 to October 2022, with funding from the National Council for Scientific and Technological Development (CNPq), Ministry of Science, Technology, Innovations and Communications (MCTIC), based on the Universal Call MCTIC/CNPq – Notice nº 05/2019 – Science at School Program – Science Teaching in Basic Education and support from Nove de Julho University (Uninove). To this end, the analysis of educational robotics and computational thinking in high school was adopted as a focus in this investigation. The research is based on the following authors: Antônio Joaquim Severino, José Armando Valente, Jeannette Wing, Laurence Bardin, Marc Prensky, Seymour Papert, among others. The main results achieved with this study provided the understanding that the pedagogical practices that articulated educational robotics and computational thinking expanded the possibilities for building new knowledge, in a collaborative, meaningful and contextualized way. Furthermore, the results highlighted the challenges of the school curriculum, teacher training, interdisciplinarity and student engagement considered essential in high school.Este estudio está vinculado al Programa de Postgrado en Educación de la Universidade Nove de Julho (PPGE – UNINOVE), en particular a la Línea de Investigación en Política Educativa (LIPED). El objeto de estudio es el análisis de la robótica educativa y el pensamiento computacional en la escuela secundaria. A partir de este objeto de estudio, surgieron algunas inquietudes que motivaron y orientaron el desarrollo de esta investigación: qué indican las políticas públicas nacionales en relación a la inserción de las tecnologías digitales de la información y la comunicación en la educación secundaria y qué especificidades se señalan para el uso de las herramientas educativas. ¿La robótica y el pensamiento computacional en el contexto escolar? ¿Cómo se ha articulado la robótica educativa y el pensamiento computacional, buscando su inclusión en la escuela secundaria? ¿Qué recursos y materiales de apoyo se pueden utilizar? ¿Cuál es la percepción de docentes y estudiantes sobre las potencialidades, dificultades y desafíos de implementar prácticas pedagógicas que combinen robótica y pensamiento computacional en la escuela secundaria? Con las preguntas presentadas, el objetivo general fue analizar la viabilidad de aplicar la robótica educativa y el pensamiento computacional en la Educación Básica, especialmente en la Secundaria. Como objetivos específicos de la investigación enumeramos: (1) identificar, a través del análisis de las políticas públicas educativas, la inserción de las tecnologías digitales de la información y la comunicación en la Educación Básica, especialmente la robótica educativa y el pensamiento computacional en la Enseñanza Media; (2) Comprender las posibilidades de nuevos componentes curriculares, como tecnología e innovación, diseñados y desarrollados para la integración de la robótica educativa y el pensamiento computacional en la escuela secundaria; y (3) Verificar la percepción de docentes y estudiantes respecto de las potencialidades, destrezas y habilidades desarrolladas, a partir de prácticas pedagógicas que articulan la robótica educativa y el pensamiento computacional. A partir de los objetivos presentados, luego se desarrolló la investigación según un enfoque cualitativo, desarrollándose a través de un estudio de caso. Los instrumentos adoptados fueron análisis de documentos, cuestionarios y entrevistas semiestructuradas. El universo de investigación se definió como el proyecto: Robótica, Pensamiento Computacional y tecnologías digitales en la Educación Básica: potenciando aprendizajes y habilidades en procesos de resignificación de la enseñanza de las ciencias desarrollado de noviembre de 2019 a octubre de 2022, con financiamiento del Consejo Nacional de Desarrollo Científico y Tecnológico (CNPq), Ministerio de Ciencia, Tecnología, Innovaciones y Comunicaciones (MCTIC), con base en la Convocatoria Universal MCTIC/CNPq – Circular nº 05/2019 – Programa Ciencia en la Escuela – Enseñanza de las Ciencias en la Educación Básica y apoyo de la Universidad Nove de Julho ( Uninove). Para ello, se adoptó como enfoque de esta investigación el análisis de la robótica educativa y el pensamiento computacional en la escuela secundaria. La investigación se basa en los siguientes autores: Antônio Joaquim Severino, José Armando Valente, Jeannette Wing, Laurence Bardin, Marc Prensky, Seymour Papert, entre otros. Los principales resultados alcanzados con este estudio brindaron la comprensión de que las prácticas pedagógicas que articularon la robótica educativa y el pensamiento computacional ampliaron las posibilidades de construcción de nuevos conocimientos, de manera colaborativa, significativa y contextualizada. Además, los resultados resaltaron los desafíos del currículo escolar, la formación docente, la interdisciplinariedad y la participación de los estudiantes considerados esenciales en la escuela secundaria.Este estudo vincula-se ao Programa de Pós-Graduação em Educação, da Universidade Nove de Julho (PPGE – UNINOVE), em especial à Linha de Pesquisa Políticas Educacionais (LIPED). Propõe-se como objeto de estudo a análise da robótica educacional e do pensamento computacional no Ensino Médio. Partindo desse objeto de estudo, emergiram algumas inquietações que motivaram e direcionaram o desenvolvimento desta pesquisa: o que as políticas públicas nacionais apontam em relação à inserção das tecnologias digitais de informação e de comunicação no Ensino Médio e quais especificidades são apontadas para o uso da robótica educacional e do pensamento computacional no contexto escolar? Como a robótica educacional e o pensamento computacional vem sendo articulados, visando à sua inserção no Ensino Médio? Quais recursos e materiais de apoio podem ser utilizados? Qual a percepção de professores e estudantes quanto às potencialidades, as dificuldades e os desafios para a implementação de práticas pedagógicas que articulem a robótica e o pensamento computacional no Ensino Médio? Com os questionamentos apresentados, delimitou-se como objetivo geral analisar a viabilidade da aplicação da robótica educacional e do pensamento computacional na Educação Básica, em especial no Ensino Médio. Como objetivos específicos da pesquisa, elencamos: (1) identificar, por meio da análise das políticas públicas educacionais, a inserção das tecnologias digitais de informação e comunicação na Educação Básica, especialmente da robótica educacional e do pensamento computacional no Ensino Médio; (2) Compreender as possibilidades de novos componentes curriculares, como Tecnologia e Inovação, projetados e desenvolvidos para a integração da robótica educacional e do pensamento computacional no Ensino Médio; e (3) Verificar a percepção dos docentes e estudantes, quanto às potencialidades, competências e habilidades desenvolvidas, a partir de práticas pedagógicas que articulam a robótica educacional e o pensamento computacional. Partindo dos objetivos apresentados, a pesquisa foi então desenvolvida segundo uma abordagem qualitativa, desenvolvendo-se por meio de um estudo de caso. Os instrumentos adotados foram análise documental, questionários e entrevistas semiestruturadas. Definiu-se como universo da pesquisa o projeto: A Robótica, o Pensamento Computacional e as tecnologias digitais na Educação Básica: potencializando aprendizagens e competências em processos de ressignificação do ensino de ciências desenvolvido de novembro de 2019 a outubro de 2022, com o financiamento do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Ministério da Ciência, Tecnologia, Inovações e Comunicações (MCTIC), a partir da Chamada Universal MCTIC/CNPq – Edital nº 05/2019 – Programa Ciência na Escola – Ensino de Ciências na Educação Básica e apoio da Universidade Nove de Julho (Uninove). Para tanto, adotou-se como recorte nesta investigação, a análise da robótica educacional e do pensamento computacional no Ensino Médio. A pesquisa fundamenta-se nos seguintes autores: Antônio Joaquim Severino, José Armando Valente, Jeannette Wing, Laurence Bardin, Marc Prensky, Seymour Papert, entre outros. Os principais resultados alcançados com este estudo propiciaram a compreensão de que as práticas pedagógicas que articularam a robótica educacional e o pensamento computacional ampliaram as possibilidades para a construção de novos conhecimentos, de forma colaborativa, significativa e contextualizada. Além disso, os resultados evidenciaram como desafios, o currículo escolar, a formação docente, a interdisciplinaridade e o engajamento dos estudantes, considerados essenciais, no Ensino Médio.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2024-08-08T18:27:32Z No. of bitstreams: 1 Ingrid Santella Evaristo.pdf: 4204441 bytes, checksum: d73b3bd4373fd75439aa230b0931824d (MD5)Made available in DSpace on 2024-08-08T18:27:32Z (GMT). No. of bitstreams: 1 Ingrid Santella Evaristo.pdf: 4204441 bytes, checksum: d73b3bd4373fd75439aa230b0931824d (MD5) Previous issue date: 2024-03-25application/pdfporUniversidade Nove de JulhoPrograma de Pós-Graduação em EducaçãoUNINOVEBrasilEducaçãorobótica educacionalpensamento computacionalensino médioeducational roboticscomputational thinkinghigh schoolrobótica educativapensamiento computacionalescuela secundariaCIENCIAS HUMANAS::EDUCACAOA robótica educacional e o pensamento computacional no ensino médioEducational robotics and computational thinking in high schoolRobótica educativa y pensamiento computacional en la escuela secundariainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALIngrid Santella Evaristo.pdfIngrid Santella Evaristo.pdfapplication/pdf4348827http://localhost:8080/tede/bitstream/tede/3371/2/Ingrid+Santella+Evaristo.pdf1c5c6294440d1b19945dbaebc8559154MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/3371/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/33712024-08-13 18:20:28.944oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2024-08-13T21:20:28Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
A robótica educacional e o pensamento computacional no ensino médio |
dc.title.alternative.eng.fl_str_mv |
Educational robotics and computational thinking in high school |
dc.title.alternative.spa.fl_str_mv |
Robótica educativa y pensamiento computacional en la escuela secundaria |
title |
A robótica educacional e o pensamento computacional no ensino médio |
spellingShingle |
A robótica educacional e o pensamento computacional no ensino médio Evaristo, Ingrid Santella robótica educacional pensamento computacional ensino médio educational robotics computational thinking high school robótica educativa pensamiento computacional escuela secundaria CIENCIAS HUMANAS::EDUCACAO |
title_short |
A robótica educacional e o pensamento computacional no ensino médio |
title_full |
A robótica educacional e o pensamento computacional no ensino médio |
title_fullStr |
A robótica educacional e o pensamento computacional no ensino médio |
title_full_unstemmed |
A robótica educacional e o pensamento computacional no ensino médio |
title_sort |
A robótica educacional e o pensamento computacional no ensino médio |
author |
Evaristo, Ingrid Santella |
author_facet |
Evaristo, Ingrid Santella |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Terçariol, Adriana Aparecida de Lima |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2550466423628629 |
dc.contributor.referee1.fl_str_mv |
Terçariol, Adriana Aparecida de Lima |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/2550466423628629 |
dc.contributor.referee2.fl_str_mv |
Constantino, Paulo Roberto Prado |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8435853599892598 |
dc.contributor.referee3.fl_str_mv |
Teixeira, Rosiley Aparecida |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/9920259406963954 |
dc.contributor.referee4.fl_str_mv |
Gitahy, Raquel Rosan Christino |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/2170926949956746 |
dc.contributor.referee5.fl_str_mv |
Biotto, Patricia Aparecida |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/1886874494025912 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3034579872221748 |
dc.contributor.author.fl_str_mv |
Evaristo, Ingrid Santella |
contributor_str_mv |
Terçariol, Adriana Aparecida de Lima Terçariol, Adriana Aparecida de Lima Constantino, Paulo Roberto Prado Teixeira, Rosiley Aparecida Gitahy, Raquel Rosan Christino Biotto, Patricia Aparecida |
dc.subject.por.fl_str_mv |
robótica educacional pensamento computacional ensino médio |
topic |
robótica educacional pensamento computacional ensino médio educational robotics computational thinking high school robótica educativa pensamiento computacional escuela secundaria CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
educational robotics computational thinking high school |
dc.subject.spa.fl_str_mv |
robótica educativa pensamiento computacional escuela secundaria |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This study is linked to the Postgraduate Program in Education at Universidade Nove de Julho (PPGE – UNINOVE), in particular to the Educational Policy Research Line (LIPED). The object of study is the analysis of educational robotics and computational thinking in high school. Starting from this object of study, some concerns emerged that motivated and directed the development of this research: what national public policies indicate in relation to the insertion of digital information and communication technologies in high school and what specificities are pointed out for the use of educational robotics and of computational thinking in the school context? How have educational robotics and computational thinking been articulated, aiming for their inclusion in high school? What resources and support materials can be used? What is the perception of teachers and students regarding the potential, difficulties and challenges of implementing pedagogical practices that combine robotics and computational thinking in high school? With the questions presented, the general objective was to analyze the feasibility of applying educational robotics and computational thinking in Basic Education, especially in High School. As specific objectives of the research we list: (1) identify, through the analysis of public educational policies, the insertion of digital information and communication technologies in Basic Education, especially educational robotics and computational thinking in High School; (2) Understand the possibilities of new curricular components, such as technology and innovation, designed and developed for the integration of educational robotics and computational thinking in high school; and (3) Verify the perception of teachers and students regarding the potential, skills and abilities developed, based on pedagogical practices that articulate educational robotics and computational thinking. Based on the objectives presented, the research was then developed according to a qualitative approach, developing through a case study. The instruments adopted were document analysis, questionnaires and semi-structured interviews. The research universe was defined as the project: Robotics, Computational Thinking and digital technologies in Basic Education: enhancing learning and skills in processes of resignification of science teaching developed from November 2019 to October 2022, with funding from the National Council for Scientific and Technological Development (CNPq), Ministry of Science, Technology, Innovations and Communications (MCTIC), based on the Universal Call MCTIC/CNPq – Notice nº 05/2019 – Science at School Program – Science Teaching in Basic Education and support from Nove de Julho University (Uninove). To this end, the analysis of educational robotics and computational thinking in high school was adopted as a focus in this investigation. The research is based on the following authors: Antônio Joaquim Severino, José Armando Valente, Jeannette Wing, Laurence Bardin, Marc Prensky, Seymour Papert, among others. The main results achieved with this study provided the understanding that the pedagogical practices that articulated educational robotics and computational thinking expanded the possibilities for building new knowledge, in a collaborative, meaningful and contextualized way. Furthermore, the results highlighted the challenges of the school curriculum, teacher training, interdisciplinarity and student engagement considered essential in high school. |
publishDate |
2024 |
dc.date.accessioned.fl_str_mv |
2024-08-08T18:27:32Z |
dc.date.issued.fl_str_mv |
2024-03-25 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Evaristo, Ingrid Santella. A robótica educacional e o pensamento computacional no ensino médio. 2024. 193 f. Tese( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/3371 |
identifier_str_mv |
Evaristo, Ingrid Santella. A robótica educacional e o pensamento computacional no ensino médio. 2024. 193 f. Tese( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
url |
http://bibliotecatede.uninove.br/handle/tede/3371 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.confidence.fl_str_mv |
600 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UNINOVE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da Uninove instname:Universidade Nove de Julho (UNINOVE) instacron:UNINOVE |
instname_str |
Universidade Nove de Julho (UNINOVE) |
instacron_str |
UNINOVE |
institution |
UNINOVE |
reponame_str |
Biblioteca Digital de Teses e Dissertações da Uninove |
collection |
Biblioteca Digital de Teses e Dissertações da Uninove |
bitstream.url.fl_str_mv |
http://localhost:8080/tede/bitstream/tede/3371/2/Ingrid+Santella+Evaristo.pdf http://localhost:8080/tede/bitstream/tede/3371/1/license.txt |
bitstream.checksum.fl_str_mv |
1c5c6294440d1b19945dbaebc8559154 bd3efa91386c1718a7f26a329fdcb468 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
repository.mail.fl_str_mv |
bibliotecatede@uninove.br||bibliotecatede@uninove.br |
_version_ |
1811016857132466176 |