Robótica educacional na formação continuada de professores: inovação nas práticas educativas da educação básica
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/24103 |
Resumo: | This study aims to analyze how inserting educational robotics (ER) into the continuing education of teachers enhances the innovation of educational practices. For this, two training cycles were organized with teachers from the municipal public educational network of Cachoeira do Sul - Rio Grande do Sul - enrolled in the schools covered by the Connected Education Innovation Program. This is a qualitative action study whose delimitation, organization, and data analysis were mediated by three cartographic matrices: the Dialogical-Problematizing Matrix, the Thematic-Organizing Matrix, and the Thematic-Analytical Matrix. The data were produced by using lesson plans, participant observation, and semi-structured interviews. Then, three categories were organized for analysis and discussion: Teachers’ perception of Educational Technology: the Need for Technological- Pedagogical Fluency (TPF) in the Teaching-Learning Process”; “Educational Robotics: Challenges and Potentialities in the Teaching-Learning process in basic education”; and “Public Educational Policies: Innovate to Democratize Teaching- Learning.”In the course of the study, ethical issues were observed regarding the privacy of the collaborators who consented to their participation. The theoretical foundation is based on the studies of Papert (1985), Tripp (2005), César (2013), Mallmann (2015), and D’Abreu (2018), among others. In view of this, it is understood that ER, when used in continuing education programs, enhances the innovation of educational practices in primary education. The productions developed during the training and shared as Open Educational Resources mobilize innovative practices by enabling access and adaptations, thereby democratizing the teaching-learning process. |
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2022-04-19T18:49:51Z2022-04-19T18:49:51Z2021-11-30http://repositorio.ufsm.br/handle/1/24103This study aims to analyze how inserting educational robotics (ER) into the continuing education of teachers enhances the innovation of educational practices. For this, two training cycles were organized with teachers from the municipal public educational network of Cachoeira do Sul - Rio Grande do Sul - enrolled in the schools covered by the Connected Education Innovation Program. This is a qualitative action study whose delimitation, organization, and data analysis were mediated by three cartographic matrices: the Dialogical-Problematizing Matrix, the Thematic-Organizing Matrix, and the Thematic-Analytical Matrix. The data were produced by using lesson plans, participant observation, and semi-structured interviews. Then, three categories were organized for analysis and discussion: Teachers’ perception of Educational Technology: the Need for Technological- Pedagogical Fluency (TPF) in the Teaching-Learning Process”; “Educational Robotics: Challenges and Potentialities in the Teaching-Learning process in basic education”; and “Public Educational Policies: Innovate to Democratize Teaching- Learning.”In the course of the study, ethical issues were observed regarding the privacy of the collaborators who consented to their participation. The theoretical foundation is based on the studies of Papert (1985), Tripp (2005), César (2013), Mallmann (2015), and D’Abreu (2018), among others. In view of this, it is understood that ER, when used in continuing education programs, enhances the innovation of educational practices in primary education. The productions developed during the training and shared as Open Educational Resources mobilize innovative practices by enabling access and adaptations, thereby democratizing the teaching-learning process.Essa pesquisa tem como objetivo analisar de que forma a inserção da Robótica Educacional (RE) na formação continuada de professores potencializa a inovação das práticas educativas. Para isso, foram organizados dois ciclos de formações com professores da rede pública municipal de Cachoeira do Sul - Rio Grande do Sul - que possuem matrículas nas escolas contempladas do Programa de Inovação Educação Conectada. Trata-se de uma pesquisa-ação do tipo qualitativa, cuja delimitação, organização e análise dos dados foram mediadas por três matrizes cartográficas: a Matriz Dialógico-Problematizadora, a Matriz Temático-Organizadora e a Matriz Temático-Analítica. Para obtenção dos dados produzidos, foram utilizados os planejamentos de aula, a observação participante e a entrevista semiestruturada; a posteriori, foram organizadas três categorias para análises e discussões: “Percepção dos professores frente as Tecnologias Educacionais: Necessidade de Fluência Tecnológico-Pedagógica (FTP) no processo de ensino-aprendizagem”; “Robótica Educacional: Desafios e potencialidades no processo de ensinoaprendizagem na educação básica”; e “Políticas Públicas Educacionais: Inovar para democratizar o ensino-aprendizagem”. No decurso da pesquisa, são observadas as questões éticas, respeitando a privacidade dos colaboradores que consentiram com a sua participação. O embasamento teórico está pautado nos estudos de Papert (1985), Tripp (2005), César (2013), Mallmann (2015) e D’Abreu (2018), entre outros. Frente a isso, compreende-se que a RE, quando utilizada em programas de formação continuada, potencializa a inovação das práticas educativas na educação básica. As produções desenvolvidas durante as formações, compartilhadas como Recurso Educacional Aberto (REA), mobilizam práticas inovadoras ao possibilitar acesso e adaptações, democratizando o processo de ensino-aprendizagem.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessFormação continuadaPráticas educativasRobótica educacionalContinuing educationEducational practicesEducational roboticsCNPQ::CIENCIAS HUMANAS::EDUCACAORobótica educacional na formação continuada de professores: inovação nas práticas educativas da educação básicaEducational robotics in continuous teacher education: innovation in educational practices in basic educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMallmann, Elena Mariahttp://lattes.cnpq.br/4353719005526350Schneider, Daniele da RochaCésar, Danilo RodriguesBernardi, Gilianehttp://lattes.cnpq.br/2751359374983701Almansa, Filipi Michels700800000006600600600600600600b0e6ba59-daf5-4252-ab45-f68460357d5487bb1872-db33-48b6-9cdf-8d4ea16ac70db654478b-eea7-4924-993a-d9f5a78c6c50b66632aa-2687-4a4a-95a9-9894afe5513efa20bc52-7907-4fc0-b967-7625902dcd81reponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCAÇÃO_2021_ALMANSA_FILIPI.pdfDIS_PPGEDUCAÇÃO_2021_ALMANSA_FILIPI.pdfDissertação de mestradoapplication/pdf9760503http://repositorio.ufsm.br/bitstream/1/24103/1/DIS_PPGEDUCA%c3%87%c3%83O_2021_ALMANSA_FILIPI.pdf7b252293cf8bf7aa0a980ad1731e90a8MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/24103/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/24103/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD521/241032022-04-19 15:49:51.378oai:repositorio.ufsm.br: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ório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestouvidoria@ufsm.bropendoar:39132022-04-19T18:49:51Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Robótica educacional na formação continuada de professores: inovação nas práticas educativas da educação básica |
dc.title.alternative.eng.fl_str_mv |
Educational robotics in continuous teacher education: innovation in educational practices in basic education |
title |
Robótica educacional na formação continuada de professores: inovação nas práticas educativas da educação básica |
spellingShingle |
Robótica educacional na formação continuada de professores: inovação nas práticas educativas da educação básica Almansa, Filipi Michels Formação continuada Práticas educativas Robótica educacional Continuing education Educational practices Educational robotics CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Robótica educacional na formação continuada de professores: inovação nas práticas educativas da educação básica |
title_full |
Robótica educacional na formação continuada de professores: inovação nas práticas educativas da educação básica |
title_fullStr |
Robótica educacional na formação continuada de professores: inovação nas práticas educativas da educação básica |
title_full_unstemmed |
Robótica educacional na formação continuada de professores: inovação nas práticas educativas da educação básica |
title_sort |
Robótica educacional na formação continuada de professores: inovação nas práticas educativas da educação básica |
author |
Almansa, Filipi Michels |
author_facet |
Almansa, Filipi Michels |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mallmann, Elena Maria |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4353719005526350 |
dc.contributor.advisor-co1.fl_str_mv |
Schneider, Daniele da Rocha |
dc.contributor.referee1.fl_str_mv |
César, Danilo Rodrigues |
dc.contributor.referee2.fl_str_mv |
Bernardi, Giliane |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2751359374983701 |
dc.contributor.author.fl_str_mv |
Almansa, Filipi Michels |
contributor_str_mv |
Mallmann, Elena Maria Schneider, Daniele da Rocha César, Danilo Rodrigues Bernardi, Giliane |
dc.subject.por.fl_str_mv |
Formação continuada Práticas educativas Robótica educacional |
topic |
Formação continuada Práticas educativas Robótica educacional Continuing education Educational practices Educational robotics CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Continuing education Educational practices Educational robotics |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study aims to analyze how inserting educational robotics (ER) into the continuing education of teachers enhances the innovation of educational practices. For this, two training cycles were organized with teachers from the municipal public educational network of Cachoeira do Sul - Rio Grande do Sul - enrolled in the schools covered by the Connected Education Innovation Program. This is a qualitative action study whose delimitation, organization, and data analysis were mediated by three cartographic matrices: the Dialogical-Problematizing Matrix, the Thematic-Organizing Matrix, and the Thematic-Analytical Matrix. The data were produced by using lesson plans, participant observation, and semi-structured interviews. Then, three categories were organized for analysis and discussion: Teachers’ perception of Educational Technology: the Need for Technological- Pedagogical Fluency (TPF) in the Teaching-Learning Process”; “Educational Robotics: Challenges and Potentialities in the Teaching-Learning process in basic education”; and “Public Educational Policies: Innovate to Democratize Teaching- Learning.”In the course of the study, ethical issues were observed regarding the privacy of the collaborators who consented to their participation. The theoretical foundation is based on the studies of Papert (1985), Tripp (2005), César (2013), Mallmann (2015), and D’Abreu (2018), among others. In view of this, it is understood that ER, when used in continuing education programs, enhances the innovation of educational practices in primary education. The productions developed during the training and shared as Open Educational Resources mobilize innovative practices by enabling access and adaptations, thereby democratizing the teaching-learning process. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-11-30 |
dc.date.accessioned.fl_str_mv |
2022-04-19T18:49:51Z |
dc.date.available.fl_str_mv |
2022-04-19T18:49:51Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/24103 |
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por |
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por |
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700800000006 |
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Universidade Federal de Santa Maria Centro de Educação |
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Programa de Pós-Graduação em Educação |
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UFSM |
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Brasil |
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Educação |
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Universidade Federal de Santa Maria Centro de Educação |
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