Robótica Educacional Livre: um relato de prática no Ensino Fundamental
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/19690 |
Resumo: | This research is part of the Postgraduate Program in Education: Curriculum, in the Line of Research New Technologies in Education. The objective is to report the current situation of the research in Educational Robotics in Brazil, especially for the students of Primary School, and to report the author's practice. The theoretical framework that bases this research is on the relations between technology, education, more specifically in the context of educational robotics and on the active tripod methodologies, computational thinking and learning environments. The main theoretical interlocutors are Seymour Papert, José Armando Valente, Paulo Freire and Donald Schön. The research is a qualitative approach and is based on the survey of theses and dissertations on robotics in the educational context in the database of the Brazilian Digital Library of Theses and Dissertations from 2003 to 2016. We also use the report based on the author's practice in her professional career, the exploration of the concept of Open Educational Robotics with students of 9 and 10 years old of a private school in the city of São Paulo. One of the main conclusions of the research was the identification of 3 dissertations on educational robotics in the context of Primary School, among the 55 identified in the Digital Library of Theses and Dissertations of the period investigated, evidencing the demand for integration of technologies to the curriculum and pointing out the necessity of more researches on the subject. The reflection on the author's practice resulted in the systematization of a teaching plan and the conceptualization of Open Educational Robotics, which means robotic activities with Elementary School students, in a constructionist perspective, using free softwares and hardware, with active methodologies through the development of significant projects and authorship involving the construction of prototypes or controllable robots by computational programming. This approach provides promotion of learning environments with characteristics that allow the construction of projects in a collaborative way, where students have an active voice and free will and the teacher uses listening, promoting knowledge throughout experimentation in the process of building a robotic device |
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Silva, Maria da Graça Moreira dahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4361016E5Silva, Mariana Cardoso da2017-02-16T12:23:50Z2017-02-01Silva, Mariana Cardoso da. Robótica Educacional Livre: um relato de prática no Ensino Fundamental. 2017. 180 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.https://tede2.pucsp.br/handle/handle/19690This research is part of the Postgraduate Program in Education: Curriculum, in the Line of Research New Technologies in Education. The objective is to report the current situation of the research in Educational Robotics in Brazil, especially for the students of Primary School, and to report the author's practice. The theoretical framework that bases this research is on the relations between technology, education, more specifically in the context of educational robotics and on the active tripod methodologies, computational thinking and learning environments. The main theoretical interlocutors are Seymour Papert, José Armando Valente, Paulo Freire and Donald Schön. The research is a qualitative approach and is based on the survey of theses and dissertations on robotics in the educational context in the database of the Brazilian Digital Library of Theses and Dissertations from 2003 to 2016. We also use the report based on the author's practice in her professional career, the exploration of the concept of Open Educational Robotics with students of 9 and 10 years old of a private school in the city of São Paulo. One of the main conclusions of the research was the identification of 3 dissertations on educational robotics in the context of Primary School, among the 55 identified in the Digital Library of Theses and Dissertations of the period investigated, evidencing the demand for integration of technologies to the curriculum and pointing out the necessity of more researches on the subject. The reflection on the author's practice resulted in the systematization of a teaching plan and the conceptualization of Open Educational Robotics, which means robotic activities with Elementary School students, in a constructionist perspective, using free softwares and hardware, with active methodologies through the development of significant projects and authorship involving the construction of prototypes or controllable robots by computational programming. This approach provides promotion of learning environments with characteristics that allow the construction of projects in a collaborative way, where students have an active voice and free will and the teacher uses listening, promoting knowledge throughout experimentation in the process of building a robotic deviceEsta pesquisa se insere no programa de Pós-graduação em Educação: Currículo, na Linha de Pesquisa Novas Tecnologias na Educação. Objetiva relatar a situação atual da pesquisa na temática Robótica Educacional no Brasil, em especial para alunos do Ensino Fundamental I (Ciclo 2 do Ensino Fundamental), e relatar a prática da autora. O referencial teórico que fundamenta esta pesquisa versa sobre as relações entre tecnologia, educação, mais especificamente no contexto da robótica educacional e no tripé metodologias ativas, pensamento computacional e ambientes de aprendizagem. Os principais interlocutores teóricos são Seymour Papert, José Armando Valente, Paulo Freire e Donald Schön. A pesquisa é de abordagem qualitativa e se vale do levantamento de teses e dissertações sobre robótica no contexto educacional na base de dados da Biblioteca Digital Brasileira de Teses e Dissertações no período de 2003 a 2016. Vale-se, também, do relato consubstanciado por meio da reflexão da prática da autora em sua trajetória profissional, na exploração do conceito de Robótica Educacional Livre em atividades de Robótica com alunos do 4º e 5º anos de uma escola particular do município de São Paulo. Uma das principais conclusões da pesquisa foi a identificação de 3 dissertações sobre robótica no contexto do Ensino Fundamental 1 (Ciclo 2), dentre as 55 levantadas na Biblioteca Digital Brasileira de Teses e Dissertações no período investigado, evidenciando a demanda pela integração das tecnologias ao currículo e apontando a necessidade de mais pesquisas sobre a temática. A reflexão sobre a prática da autora derivou na sistematização de um plano de ensino e na conceituação da Robótica Educacional Livre, que se traduz em atividades com robótica com alunos do Ensino Fundamental, numa perspectiva construcionista, com o emprego de software e hardware livres, com metodologias ativas por meio do desenvolvimento de projetos significativos e autorais envolvendo a construção de protótipos ou robôs controláveis por programação de computadores. Essa abordagem prevê a promoção de ambientes de aprendizagem com características que permitam a construção dos projetos de forma colaborativa, onde o estudante tenha voz ativa, e possibilidades de escolha e o professor se valha da escuta para levar seus alunos ao conhecimento através da experimentação do processo de construção de um artefato robóticoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/41058/Mariana%20Cardoso%20da%20Silva.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoRobótica EducacionalEnsino Fundamental ITecnologias de Informação e ComunicaçãoEducational RoboticsElementary EducationInformation and Communication TechnologiesCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULORobótica Educacional Livre: um relato de prática no Ensino FundamentalOpen Educational Robotics: a report practice in Elementary Educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMariana Cardoso da Silva.pdf.txtMariana Cardoso da Silva.pdf.txtExtracted texttext/plain176279https://repositorio.pucsp.br/xmlui/bitstream/handle/19690/4/Mariana%20Cardoso%20da%20Silva.pdf.txta2475d16ba0605402dc9f6ea146e2299MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Robótica Educacional Livre: um relato de prática no Ensino Fundamental |
dc.title.alternative.eng.fl_str_mv |
Open Educational Robotics: a report practice in Elementary Education |
title |
Robótica Educacional Livre: um relato de prática no Ensino Fundamental |
spellingShingle |
Robótica Educacional Livre: um relato de prática no Ensino Fundamental Silva, Mariana Cardoso da Robótica Educacional Ensino Fundamental I Tecnologias de Informação e Comunicação Educational Robotics Elementary Education Information and Communication Technologies CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Robótica Educacional Livre: um relato de prática no Ensino Fundamental |
title_full |
Robótica Educacional Livre: um relato de prática no Ensino Fundamental |
title_fullStr |
Robótica Educacional Livre: um relato de prática no Ensino Fundamental |
title_full_unstemmed |
Robótica Educacional Livre: um relato de prática no Ensino Fundamental |
title_sort |
Robótica Educacional Livre: um relato de prática no Ensino Fundamental |
author |
Silva, Mariana Cardoso da |
author_facet |
Silva, Mariana Cardoso da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Silva, Maria da Graça Moreira da |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4361016E5 |
dc.contributor.author.fl_str_mv |
Silva, Mariana Cardoso da |
contributor_str_mv |
Silva, Maria da Graça Moreira da |
dc.subject.por.fl_str_mv |
Robótica Educacional Ensino Fundamental I Tecnologias de Informação e Comunicação |
topic |
Robótica Educacional Ensino Fundamental I Tecnologias de Informação e Comunicação Educational Robotics Elementary Education Information and Communication Technologies CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Educational Robotics Elementary Education Information and Communication Technologies |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
This research is part of the Postgraduate Program in Education: Curriculum, in the Line of Research New Technologies in Education. The objective is to report the current situation of the research in Educational Robotics in Brazil, especially for the students of Primary School, and to report the author's practice. The theoretical framework that bases this research is on the relations between technology, education, more specifically in the context of educational robotics and on the active tripod methodologies, computational thinking and learning environments. The main theoretical interlocutors are Seymour Papert, José Armando Valente, Paulo Freire and Donald Schön. The research is a qualitative approach and is based on the survey of theses and dissertations on robotics in the educational context in the database of the Brazilian Digital Library of Theses and Dissertations from 2003 to 2016. We also use the report based on the author's practice in her professional career, the exploration of the concept of Open Educational Robotics with students of 9 and 10 years old of a private school in the city of São Paulo. One of the main conclusions of the research was the identification of 3 dissertations on educational robotics in the context of Primary School, among the 55 identified in the Digital Library of Theses and Dissertations of the period investigated, evidencing the demand for integration of technologies to the curriculum and pointing out the necessity of more researches on the subject. The reflection on the author's practice resulted in the systematization of a teaching plan and the conceptualization of Open Educational Robotics, which means robotic activities with Elementary School students, in a constructionist perspective, using free softwares and hardware, with active methodologies through the development of significant projects and authorship involving the construction of prototypes or controllable robots by computational programming. This approach provides promotion of learning environments with characteristics that allow the construction of projects in a collaborative way, where students have an active voice and free will and the teacher uses listening, promoting knowledge throughout experimentation in the process of building a robotic device |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-02-16T12:23:50Z |
dc.date.issued.fl_str_mv |
2017-02-01 |
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.citation.fl_str_mv |
Silva, Mariana Cardoso da. Robótica Educacional Livre: um relato de prática no Ensino Fundamental. 2017. 180 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/19690 |
identifier_str_mv |
Silva, Mariana Cardoso da. Robótica Educacional Livre: um relato de prática no Ensino Fundamental. 2017. 180 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Currículo |
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PUC-SP |
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Brasil |
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Pontifícia Universidade Católica de São Paulo |
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