O discurso de professores de ciências relativo ao uso da robótica educacional na cidade do Recife
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFRPE |
Texto Completo: | http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8205 |
Resumo: | Educational robotics as a methodological resource in science teaching, has been recognized in specialized literature as a strategy to increase investigative thinking in students, considering the growing digitalization of society, a hallmark of the 21th century. Authors like Ramírez and Sosa (2013) and Chavarría and Saldaño (2010) point the 1980s as years that the first works regarding robots in classrooms were published. Nowadays, it is discussed its curricular insertion, as well as teachers' training for its didactic use, privileging planning and research skills and search for solutions materialized by the concepts involved in programming and project building. Moreover, the State of Pernambuco, particularly the Recife City Prefecture, have been allocating significant investments in the use of robotics in schools. Still, the continued training offered by these networks to their teachers have been shown to be short of what is necessary for the pedagogical use of robotics, especially in natural science disciplines. In this context and guided by the hypothesis that the teachers' discourse is a practice that supports their daily work, therefore being a source for comprehending the process of insertion of robotics as a curricular component in schools, we performed a qualitative and exploratory research through Discourse Analysis (DA) to understand how teachers signify robotics in science teaching, to investigate the meanings that teachers attribute to robotics and to identify the origin and affiliation of these discourses. For this analysis, we were based in the works of Pêcheux and Orlandi on French line of Discourse Analysis as a practice of linguistic analysis in the field of Communication. Our methodological framework consisted of two steps: individual reflexive interview and a interview group of four teachers that have been using robotics in their pedagogical practice. With the gathered data, we correlated the Discourse Analysis categories with emphasis on paraphrases, polysemy, forgetfulness and discursive formations. As results, we perceived affiliation to two discourses: the institutional and the pedagogical. Through directed analysis it was possible to comprehend existing limitations in continued formations offered by the Education Secretariat, as well as infra-structural difficulties listed by the teachers for the use of robotics. In conclusion, we understand that the research met our expectations, fulfilling the proposed objectives and answering the research question from which derives our thesis, that argues that the discourse of science teachers about the pedagogical use of robotics originates in part in official discourses (governmental and institutional) and from constructionism paradigms (pedagogical discourse). |
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LEÃO, Marcelo Brito CarneiroSARTORE, Anna RitaCAMPOS, Angela FernandesARAÚJO, Monica Lopes FolenaSILVA JUNIOR, Carlos Neco dahttp://lattes.cnpq.br/3615061689467024SILVA JUNIOR, Luiz Alberto da2019-09-19T12:53:30Z2019-02-21SILVA JUNIOR, Luiz Alberto da. O discurso de professores de ciências relativo ao uso da robótica educacional na cidade do Recife. 2019. 203 f. Tese (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8205Educational robotics as a methodological resource in science teaching, has been recognized in specialized literature as a strategy to increase investigative thinking in students, considering the growing digitalization of society, a hallmark of the 21th century. Authors like Ramírez and Sosa (2013) and Chavarría and Saldaño (2010) point the 1980s as years that the first works regarding robots in classrooms were published. Nowadays, it is discussed its curricular insertion, as well as teachers' training for its didactic use, privileging planning and research skills and search for solutions materialized by the concepts involved in programming and project building. Moreover, the State of Pernambuco, particularly the Recife City Prefecture, have been allocating significant investments in the use of robotics in schools. Still, the continued training offered by these networks to their teachers have been shown to be short of what is necessary for the pedagogical use of robotics, especially in natural science disciplines. In this context and guided by the hypothesis that the teachers' discourse is a practice that supports their daily work, therefore being a source for comprehending the process of insertion of robotics as a curricular component in schools, we performed a qualitative and exploratory research through Discourse Analysis (DA) to understand how teachers signify robotics in science teaching, to investigate the meanings that teachers attribute to robotics and to identify the origin and affiliation of these discourses. For this analysis, we were based in the works of Pêcheux and Orlandi on French line of Discourse Analysis as a practice of linguistic analysis in the field of Communication. Our methodological framework consisted of two steps: individual reflexive interview and a interview group of four teachers that have been using robotics in their pedagogical practice. With the gathered data, we correlated the Discourse Analysis categories with emphasis on paraphrases, polysemy, forgetfulness and discursive formations. As results, we perceived affiliation to two discourses: the institutional and the pedagogical. Through directed analysis it was possible to comprehend existing limitations in continued formations offered by the Education Secretariat, as well as infra-structural difficulties listed by the teachers for the use of robotics. In conclusion, we understand that the research met our expectations, fulfilling the proposed objectives and answering the research question from which derives our thesis, that argues that the discourse of science teachers about the pedagogical use of robotics originates in part in official discourses (governmental and institutional) and from constructionism paradigms (pedagogical discourse).A robótica educacional, enquanto instrumento metodológico de ensino, sobretudo de ciências, tem sido reportada na literatura especializada como estratégica para incrementar o pensamento investigativo nos estudantes, atendendo ao crescente processo de digitalização caraterístico da sociedade do século XXI. Autores como Ramírez e Sosa (2013) e Chavarría e Saldaño (2010) apontam os anos 1980 como aqueles que trouxeram as primeiras publicações fazendo referência ao uso de robôs em sala de aula e, atualmente, discutem a inserção curricular de seu uso, bem como a formação de professores necessária para sua utilização didática, privilegiando habilidades e competências de planejamento, pesquisa e busca de soluções materializadas pelos conceitos envolvidos em programação e construção de projetos. Adicionalmente, o Estado de Pernambuco e, particularmente, a Prefeitura da Cidade do Recife têm despendido investimentos significantes no que tange à utilização da robótica nas escolas. Ainda assim, as formações continuadas dessas duas redes destinadas ao seu corpo docente têm se mostrado aquém do necessário para o uso pedagógico da robótica, especialmente nas aulas de disciplinas de ciências da natureza. Nesse contexto, orientados pela hipótese de que o discurso dos professores é uma prática e sustenta seu fazer cotidiano, portanto é matéria prima para compreender o processo de inserção da robótica como componente curricular na escola, e pautados pelo objetivo de compreender, por meio da Análise de Discurso (AD), como professores na cidade do Recife significam a robótica no ensino de ciências, realizamos uma pesquisa qualitativa de natureza exploratória para investigar os sentidos que eles atribuem à robótica e identificar a origem e filiação desses discursos. Para essa análise, utilizamos da obra de Pêcheux e Orlandi sobre Análise de Discurso de linha francesa enquanto prática de análise linguística no campo da Comunicação. Nosso caminho metodológico constituiu-se por dois momentos: entrevista reflexiva individual e entrevista em grupo com um grupo de quatro professores que têm utilizado a robótica em sua prática pedagógica. Com os dados construídos, correlacionamos as categorias da Análise de Discurso com ênfase nas paráfrases, polissemias, esquecimentos e formações discursivas. Como resultados, percebemos um movimento de filiação entre dois discursos: o institucional e o pedagógico. Pela análise dirigida foi possível compreender as limitações existentes nas formações continuadas oferecidas pela secretaria de educação, além de dificuldades de natureza infra estrutural elencadas pelos professores para a utilização da robótica. Por fim, entendemos que a pesquisa atendeu às nossas expectativas atingindo os objetivos propostos e respondendo à questão de pesquisa, da qual depreende nossa tese de que o discurso de professores de ciências naturais sobre uso pedagógico da robótica é tributário em parte dos enunciados oficiais (discurso institucional e governo) e em parte dos paradigmas do construcionismo (discurso pedagógico).Submitted by Mario BC (mario@bc.ufrpe.br) on 2019-09-19T12:53:30Z No. of bitstreams: 1 Luiz Alberto da Silva Junior.pdf: 6260902 bytes, checksum: c2de1d69273cefa88f18e85e3d919905 (MD5)Made available in DSpace on 2019-09-19T12:53:30Z (GMT). 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dc.title.por.fl_str_mv |
O discurso de professores de ciências relativo ao uso da robótica educacional na cidade do Recife |
title |
O discurso de professores de ciências relativo ao uso da robótica educacional na cidade do Recife |
spellingShingle |
O discurso de professores de ciências relativo ao uso da robótica educacional na cidade do Recife SILVA JUNIOR, Luiz Alberto da Robótica educacional Análise do discurso Professor de ciências CIENCIAS HUMANAS::EDUCACAO |
title_short |
O discurso de professores de ciências relativo ao uso da robótica educacional na cidade do Recife |
title_full |
O discurso de professores de ciências relativo ao uso da robótica educacional na cidade do Recife |
title_fullStr |
O discurso de professores de ciências relativo ao uso da robótica educacional na cidade do Recife |
title_full_unstemmed |
O discurso de professores de ciências relativo ao uso da robótica educacional na cidade do Recife |
title_sort |
O discurso de professores de ciências relativo ao uso da robótica educacional na cidade do Recife |
author |
SILVA JUNIOR, Luiz Alberto da |
author_facet |
SILVA JUNIOR, Luiz Alberto da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
LEÃO, Marcelo Brito Carneiro |
dc.contributor.advisor-co1.fl_str_mv |
SARTORE, Anna Rita |
dc.contributor.referee1.fl_str_mv |
CAMPOS, Angela Fernandes |
dc.contributor.referee2.fl_str_mv |
ARAÚJO, Monica Lopes Folena |
dc.contributor.referee3.fl_str_mv |
SILVA JUNIOR, Carlos Neco da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3615061689467024 |
dc.contributor.author.fl_str_mv |
SILVA JUNIOR, Luiz Alberto da |
contributor_str_mv |
LEÃO, Marcelo Brito Carneiro SARTORE, Anna Rita CAMPOS, Angela Fernandes ARAÚJO, Monica Lopes Folena SILVA JUNIOR, Carlos Neco da |
dc.subject.por.fl_str_mv |
Robótica educacional Análise do discurso Professor de ciências |
topic |
Robótica educacional Análise do discurso Professor de ciências CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Educational robotics as a methodological resource in science teaching, has been recognized in specialized literature as a strategy to increase investigative thinking in students, considering the growing digitalization of society, a hallmark of the 21th century. Authors like Ramírez and Sosa (2013) and Chavarría and Saldaño (2010) point the 1980s as years that the first works regarding robots in classrooms were published. Nowadays, it is discussed its curricular insertion, as well as teachers' training for its didactic use, privileging planning and research skills and search for solutions materialized by the concepts involved in programming and project building. Moreover, the State of Pernambuco, particularly the Recife City Prefecture, have been allocating significant investments in the use of robotics in schools. Still, the continued training offered by these networks to their teachers have been shown to be short of what is necessary for the pedagogical use of robotics, especially in natural science disciplines. In this context and guided by the hypothesis that the teachers' discourse is a practice that supports their daily work, therefore being a source for comprehending the process of insertion of robotics as a curricular component in schools, we performed a qualitative and exploratory research through Discourse Analysis (DA) to understand how teachers signify robotics in science teaching, to investigate the meanings that teachers attribute to robotics and to identify the origin and affiliation of these discourses. For this analysis, we were based in the works of Pêcheux and Orlandi on French line of Discourse Analysis as a practice of linguistic analysis in the field of Communication. Our methodological framework consisted of two steps: individual reflexive interview and a interview group of four teachers that have been using robotics in their pedagogical practice. With the gathered data, we correlated the Discourse Analysis categories with emphasis on paraphrases, polysemy, forgetfulness and discursive formations. As results, we perceived affiliation to two discourses: the institutional and the pedagogical. Through directed analysis it was possible to comprehend existing limitations in continued formations offered by the Education Secretariat, as well as infra-structural difficulties listed by the teachers for the use of robotics. In conclusion, we understand that the research met our expectations, fulfilling the proposed objectives and answering the research question from which derives our thesis, that argues that the discourse of science teachers about the pedagogical use of robotics originates in part in official discourses (governmental and institutional) and from constructionism paradigms (pedagogical discourse). |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-09-19T12:53:30Z |
dc.date.issued.fl_str_mv |
2019-02-21 |
dc.type.status.fl_str_mv |
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dc.identifier.citation.fl_str_mv |
SILVA JUNIOR, Luiz Alberto da. O discurso de professores de ciências relativo ao uso da robótica educacional na cidade do Recife. 2019. 203 f. Tese (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife. |
dc.identifier.uri.fl_str_mv |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8205 |
identifier_str_mv |
SILVA JUNIOR, Luiz Alberto da. O discurso de professores de ciências relativo ao uso da robótica educacional na cidade do Recife. 2019. 203 f. Tese (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife. |
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