Currículo, tecnologias e robótica na educação básica
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/9619 |
Resumo: | It is intended through this study identify the aspects in integrating robotics as a technological resource into the curriculum of a private school about pedagogical and administration aspects, to promote future projects that could integrate in a more significant way robotics into the curriculum. In this way, we mapped those aspects and analyzed the variables existing in the school that could indicate the aspects in the integration of robotics into the curriculum. At first, we did a literature research in online electronic databases about scientific articles in different countries and academic works in Brazil in order to establish an actual research view about the subject. After that, we put together the theorical references that give support to our research, as we know: robotics; robotics in education; learning in the context of robotic in education and curriculum and its integration with information and communication technology. Taking these framework as a guideline, we developed a field research using a database collect technic called focus group, and also the technic called watching participation made through the activities in the robotics classroom. For the research we choose a private school in Santo André - SP, which uses robotics in learning process from seven years and during this period, has already developed a lot of curriculum projects and after school programs. It has been selected two groups, from the eighth grade, and we did a participant observation in robotics activities in a three-year high school classroom. We developed the database analysis by the critical analysis discourse of Fairclough, identifying the characteristics and perspectives of robotics integration into the curriculum, and how the use of this resource can be considered curriculum Technologies integration. The results show that integrating robotics into the curriculum as a technological resource in basics education has a hole of complex aspects and demand a deep reflection about it. Therefore, the comprehension of these aspects could show a way that robotics don't be integrated into the curriculum just to maintain the hegemony, but to amplify the perspectives of Science and technology education. in a more ~ motivated and significant way to students |
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Almeida, Maria Elizabeth Bianconcini Trindade Morato Pinto dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4189916J8Campos, Flavio Rodrigues2016-04-27T14:30:49Z2011-11-102011-08-24Campos, Flavio Rodrigues. Currículo, tecnologias e robótica na educação básica. 2011. 243 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011.https://tede2.pucsp.br/handle/handle/9619It is intended through this study identify the aspects in integrating robotics as a technological resource into the curriculum of a private school about pedagogical and administration aspects, to promote future projects that could integrate in a more significant way robotics into the curriculum. In this way, we mapped those aspects and analyzed the variables existing in the school that could indicate the aspects in the integration of robotics into the curriculum. At first, we did a literature research in online electronic databases about scientific articles in different countries and academic works in Brazil in order to establish an actual research view about the subject. After that, we put together the theorical references that give support to our research, as we know: robotics; robotics in education; learning in the context of robotic in education and curriculum and its integration with information and communication technology. Taking these framework as a guideline, we developed a field research using a database collect technic called focus group, and also the technic called watching participation made through the activities in the robotics classroom. For the research we choose a private school in Santo André - SP, which uses robotics in learning process from seven years and during this period, has already developed a lot of curriculum projects and after school programs. It has been selected two groups, from the eighth grade, and we did a participant observation in robotics activities in a three-year high school classroom. We developed the database analysis by the critical analysis discourse of Fairclough, identifying the characteristics and perspectives of robotics integration into the curriculum, and how the use of this resource can be considered curriculum Technologies integration. The results show that integrating robotics into the curriculum as a technological resource in basics education has a hole of complex aspects and demand a deep reflection about it. Therefore, the comprehension of these aspects could show a way that robotics don't be integrated into the curriculum just to maintain the hegemony, but to amplify the perspectives of Science and technology education. in a more ~ motivated and significant way to studentsBuscou-se com este trabalho identificar as características da integração da robótica como recurso tecnológico no currículo de uma escola particular em relação aos aspectos didático-pedagógicos e de gestão, com vistas a promover o desenvolvimento de futuros projetos que integrem de forma mais significativa a robótica ao currículo. Nesse sentido, mapeamos e analisamos as variáveis existentes no âmbito escolar que pudessem indicar as características dessa integração. Em um primeiro momento, fizemos um levantamento bibliográfico em bases de dados eletrônicas dos artigos científicos de diversos países e também de trabalhos acadêmicos no Brasil no intuito de estabelecer um panorama atual de pesquisa sobre o assunto, e especificamos conceitualmente em seqüência os referenciais teóricos que sustentaram a pesquisa como um todo, a saber: robótica, robótica na educação; aprendizagem no contexto da robótica na educação e currículo e sua integração com as tecnologias de informação e comunicação. A partir desses referenciais, desenvolvemos a pesquisa de campo que se apoiou na técnica de coleta de dados chamada grupo focal, além da observação participante das atividades realizadas nas aulas de robótica. Selecionamos uma escola particular de Educação Básica em Santo André - SP, que utiliza a robótica no processo de aprendizagem há 7 anos e que durante esse período já desenvolveu diversos projetos curriculares e extracurriculares. Foram selecionados dois grupos focais do 8° ano do Ensino Fundamental, além da observação participante durante um bimestre das atividades de robótica em uma turma do 3° ano do Ensino Médio. Desenvolveu-se a análise dos dados por meio da análise de discurso critica de Fairclough, identificando as características e perspectivas da integração da robótica no currículo, ou seja, em que medida a utilização deste recurso pode ser considerada integração curricular de tecnologias. Os resultados indicam que a integração da robótica como recurso tecnológico na educação básica possui aspectos complexos como a relação tempo/espaço, o preparo da Equipe pedagógica e a relação entre a robótica e outros saberes. Nesse sentido, a compreensão desses aspectos pode apontar caminhos para que a robótica não seja integrada ao currículo apenas para manter a hegemonia dominante do currículo prescrito, mas sim em ampliar as perspectivas da educação para a ciência e tecnologia de forma significativa e motivadora para os alunosapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22619/Flavio%20Rodrigues%20Campos.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoEducação básicaCurrículoTecnologias de informação e comunicaçãoRobótica educativaBasics educationCurriculumTechnologies in educationRobotics in educationCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOCurrículo, tecnologias e robótica na educação básicaCurriculum, technologies and robotics in basics educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTFlavio Rodrigues Campos.pdf.txtFlavio Rodrigues Campos.pdf.txtExtracted texttext/plain445311https://repositorio.pucsp.br/xmlui/bitstream/handle/9619/3/Flavio%20Rodrigues%20Campos.pdf.txtf9cba22582829cc7cb9e5c02977d09e7MD53ORIGINALFlavio Rodrigues Campos.pdfapplication/pdf2496640https://repositorio.pucsp.br/xmlui/bitstream/handle/9619/1/Flavio%20Rodrigues%20Campos.pdf8573ba2e982eff5b6afdd38e3c28bd77MD51THUMBNAILFlavio Rodrigues Campos.pdf.jpgFlavio Rodrigues Campos.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/9619/2/Flavio%20Rodrigues%20Campos.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/96192023-06-15 11:32:54.004oai:repositorio.pucsp.br:handle/9619Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2023-06-15T14:32:54Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Currículo, tecnologias e robótica na educação básica |
dc.title.alternative.eng.fl_str_mv |
Curriculum, technologies and robotics in basics education |
title |
Currículo, tecnologias e robótica na educação básica |
spellingShingle |
Currículo, tecnologias e robótica na educação básica Campos, Flavio Rodrigues Educação básica Currículo Tecnologias de informação e comunicação Robótica educativa Basics education Curriculum Technologies in education Robotics in education CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Currículo, tecnologias e robótica na educação básica |
title_full |
Currículo, tecnologias e robótica na educação básica |
title_fullStr |
Currículo, tecnologias e robótica na educação básica |
title_full_unstemmed |
Currículo, tecnologias e robótica na educação básica |
title_sort |
Currículo, tecnologias e robótica na educação básica |
author |
Campos, Flavio Rodrigues |
author_facet |
Campos, Flavio Rodrigues |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Almeida, Maria Elizabeth Bianconcini Trindade Morato Pinto de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4189916J8 |
dc.contributor.author.fl_str_mv |
Campos, Flavio Rodrigues |
contributor_str_mv |
Almeida, Maria Elizabeth Bianconcini Trindade Morato Pinto de |
dc.subject.por.fl_str_mv |
Educação básica Currículo Tecnologias de informação e comunicação Robótica educativa |
topic |
Educação básica Currículo Tecnologias de informação e comunicação Robótica educativa Basics education Curriculum Technologies in education Robotics in education CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Basics education Curriculum Technologies in education Robotics in education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
It is intended through this study identify the aspects in integrating robotics as a technological resource into the curriculum of a private school about pedagogical and administration aspects, to promote future projects that could integrate in a more significant way robotics into the curriculum. In this way, we mapped those aspects and analyzed the variables existing in the school that could indicate the aspects in the integration of robotics into the curriculum. At first, we did a literature research in online electronic databases about scientific articles in different countries and academic works in Brazil in order to establish an actual research view about the subject. After that, we put together the theorical references that give support to our research, as we know: robotics; robotics in education; learning in the context of robotic in education and curriculum and its integration with information and communication technology. Taking these framework as a guideline, we developed a field research using a database collect technic called focus group, and also the technic called watching participation made through the activities in the robotics classroom. For the research we choose a private school in Santo André - SP, which uses robotics in learning process from seven years and during this period, has already developed a lot of curriculum projects and after school programs. It has been selected two groups, from the eighth grade, and we did a participant observation in robotics activities in a three-year high school classroom. We developed the database analysis by the critical analysis discourse of Fairclough, identifying the characteristics and perspectives of robotics integration into the curriculum, and how the use of this resource can be considered curriculum Technologies integration. The results show that integrating robotics into the curriculum as a technological resource in basics education has a hole of complex aspects and demand a deep reflection about it. Therefore, the comprehension of these aspects could show a way that robotics don't be integrated into the curriculum just to maintain the hegemony, but to amplify the perspectives of Science and technology education. in a more ~ motivated and significant way to students |
publishDate |
2011 |
dc.date.available.fl_str_mv |
2011-11-10 |
dc.date.issued.fl_str_mv |
2011-08-24 |
dc.date.accessioned.fl_str_mv |
2016-04-27T14:30:49Z |
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 |
Campos, Flavio Rodrigues. Currículo, tecnologias e robótica na educação básica. 2011. 243 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/9619 |
identifier_str_mv |
Campos, Flavio Rodrigues. Currículo, tecnologias e robótica na educação básica. 2011. 243 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
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https://tede2.pucsp.br/handle/handle/9619 |
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por |
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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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BR |
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Educação |
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Pontifícia Universidade Católica de São Paulo |
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