Tecnologia social aplicada à educação maker de baixo custo : uma proposta de robótica educacional para o ensino fundamental II (anos finais)

• Autor(a) principal: Silva, Ricardo Moreira da
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/6094
• topic: Educação; Tecnologia; Lixo eletrônico; Protótipo; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO; Educational practices; Technology; Electronic waste; Prototype

The school environments have been modified. For, access to spaces - which provided a creative education and equipped with the minimum materials necessary to allow the modification of this reality - is of low national development. Consequently, it is important to work on sustainability in schools starting with the reuse of materials, which could be discarded because they are considered electronic waste. Thus, the problematic issue that guided this study was: How can low-cost educational robotics be explored in Elementary II (final years) and how can it contribute to meaningful learning in the classroom? The general objective of this study is to coin the concept of low-cost educational robotics from experiences lived in the classroom at the SESI School of the State of Mato Grosso, in Várzea Grande, in the period from February 2019 to November 2022. The design of the study presented here is of the inductive method with a qualitative approach of exploratory and explanatory nature to obtain the outlined objective. The techniques used were: report of experience from participant research, with the realization of a case study with on-site visits at the SESI School of the State of Mato Grosso. The primary data collection instrument was observation and on-site visits over a period of three years and nine months, consolidated from February 2019 to November 2022. It was concluded that research on such a theme and concept exchange contributed to the strengthening of the concept of low-cost educational robotics. From experiences lived in the classroom, it demonstrates the possibility of working the maker culture for a long period of time, i.e., beyond this research because the knowledge built has an extensive field of action. It can even be expanded to other school units. Thus, the research finalized here has the potential to be adopted in schools and its effectiveness can be analyzed afterwards by teachers and students.