Inserção da robótica educacional nas aulas de matemática : desafios e possibilidades

Abstract

This investigation aimed at analyzing the repercussions of educational robotics integration to teaching and learning processes of Mathematics. The subjects were eighteen students of the eighth year of Elementary School, their Math teacher and the educational technologies assistant, all from private school located in a city in the countryside of Southern Brazil. Participant observation and group interview were used as instruments of data collection. The statements and descriptions of observations were analyzed qualitatively through the Discursive Textual Analysis method. From the data analysis, three categories and subcategories emerged. In the category Autonomous Learning and protagonism, the participants’ perceptions about learning were evaluated and validated, emphasizing the autonomous role of the student and the contributions of group work to personal and professional formation, as well as the understanding that errors are part of the learning process. The category Interdisciplinarity: dialogue between the sciences has evidenced and legitimized that educational robotics has an interdisciplinary character, and that is why activities must be developed in a contextualized manner, enabling investigation, discovery and learning of mathematical concepts situations. Programming was inserted as a possibility of learning of algebraic concepts, through algorithms and logical sequence. And the third category, Problematization as a pedagogical strategy, fostered the importance of problem solving and the necessary mediating function of the teacher in the development of robotic activities. It is, thus, concluded that using contextualization as a guiding principle of pedagogical planning of educational robotics activities is necessary and that the use of this technology enables students to learn concepts in an integrated way and that problematization is configured as the structuring axis of the teaching activity.