Torneio de robótica virtual – mutações da arquitetura pedagógica em um contexto de pandemia

• Autor(a) principal: Silva, Suselaine da Fonseca
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/36288; http://doi.org/10.14393/ufu.te.2022.5339
• topic: Robótica Educacional; Torneio de Robótica Virtual; Arquitetura Pedagógica; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL; Educação; Robótica; Jogos no ensino de matemática

The present research is based on the study and analysis of the changes that occurred in the Pedagogical Architecture of the robotics tournaments that began to be held virtually during the second half of 2020 due to the pandemic context caused by Covid-19. Taking as a starting point the experience of a robotics team from the city of Uberlândia that participated in the presential tournament in 2019 and that in 2020 competed in the virtual format, the process of involvement of the members in this transition was analyzed. The entire investigative process had the Qualitative bias and Participant Observation as a focus for the production of information. For this purpose, the organization and performance of team X was monitored throughout its preparation trajectory for the competition activities and presentations in the virtual evaluation rooms. From the analysis of documents archived on the tournament's website, interviews and responses obtained with the application of a questionnaire, we sought to understand the new structure and functioning of the Brazil Robotics Tournament in the virtual modality as well as the new forms of interaction and interactivity between team members and their engagement in the remote evaluation process. The information obtained during the investigation showed that even in the virtual format, when participating in this type of competition, the members develop important skills, such as the ability to argue, organize ideas, develop hypotheses, cooperation among peers and stimulate convergence. of learning. Some reasons were presented by team X members as demotivating factors for engagement during the preparation for the tournament, such as the lack of interaction with other teams and fatigue from excessive exposure to the use of technologies during the period of social isolation. However, the continuous effort of the participants did not allow the team to give up and still rewarded them with an excellent result in the national stage of the tournament. Regarding the positive aspects, it was concluded that the learning of new technological resources was a differential in the virtual tournament, given that the platform used for the competition was not known by the competitors. These and other developments of the mutations suffered by this scenario of competition make up this thesis, which does not exhaust the topic in question, but presents consistent information for further discussions.