Robótica educacional no ensino de geometria espacial

Abstract

This study explores the relationship between Educational Robotics and its potential to represent various aspects of technology and contribute to the development of general skills advocated by the BNCC (Brazilian National Common Core) for Mathematics Education in Elementary School, particularly Geometry. The guiding question is: How can Educational Robotics, understood as a space for learning mediation, be worked on in pedagogical practice in Geometry teaching for 9th-grade students? The general objective is to analyze how Educational Robotics can be worked on in pedagogical practice in Geometry teaching for 9th- grade students. Specific objectives include: Discussing Educational Robotics in the context of Geometry classes and its evidence. Reflecting on the contributions of workshops developed with the application of Educational Robotics in Geometry teaching for 9th-grade students. Proposing a set of didactic sequences, organized in the form of a manual for producing a model, articulating teaching practice with Geometry teaching in 9th grade. The chosen methodology was qualitative, opting for the research-intervention modality. The research was conducted at a Municipal School, involving students from a 9th-grade class. Through the application of workshops for Geometry teaching, this research sought to identify desirable attributes of Educational Robotics in the teaching-learning process. The interpretation of the data was carried out through a Discursive Textual Analysis (DTA), finding that Educational Robotics is an attractive and alternative approach to the traditional method, which, besides facilitating learning, contributes to the development of students in multiple aspects. Moreover, advantages were observed in using a multidisciplinary environment for the application of Educational Robotics, especially the additional motivation arising from the construction of a model of a futuristic city. The results showed significant contributions when using Educational Robotics as a facilitator for Mathematics teaching, aligning with the architecture that was the main distinguishing feature of the proposal. This triad enhanced the activities in all the workshops where the product was applied, consolidating the knowledge. In this sense, the results align with scholars who list various attributes observed in these learning environments, conducive to the development of skills and abilities, such as interdisciplinarity, teamwork, logical reasoning, among others; but above all, placing the student as the protagonist of their own learning.