Currículo, tecnologias e robótica na educação básica

• Ano de defesa: 2011
• Autor(a) principal: Campos, Flavio Rodrigues
• Orientador(a): Almeida, Maria Elizabeth Bianconcini Trindade Morato Pinto de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Educação básica; Currículo; Tecnologias de informação e comunicação; Robótica educativa
• Palavras-chave em Inglês: Basics education; Curriculum; Technologies in education; Robotics in education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/9619

It is intended through this study identify the aspects in integrating robotics as a technological resource into the curriculum of a private school about pedagogical and administration aspects, to promote future projects that could integrate in a more significant way robotics into the curriculum. In this way, we mapped those aspects and analyzed the variables existing in the school that could indicate the aspects in the integration of robotics into the curriculum. At first, we did a literature research in online electronic databases about scientific articles in different countries and academic works in Brazil in order to establish an actual research view about the subject. After that, we put together the theorical references that give support to our research, as we know: robotics; robotics in education; learning in the context of robotic in education and curriculum and its integration with information and communication technology. Taking these framework as a guideline, we developed a field research using a database collect technic called focus group, and also the technic called watching participation made through the activities in the robotics classroom. For the research we choose a private school in Santo André - SP, which uses robotics in learning process from seven years and during this period, has already developed a lot of curriculum projects and after school programs. It has been selected two groups, from the eighth grade, and we did a participant observation in robotics activities in a three-year high school classroom. We developed the database analysis by the critical analysis discourse of Fairclough, identifying the characteristics and perspectives of robotics integration into the curriculum, and how the use of this resource can be considered curriculum Technologies integration. The results show that integrating robotics into the curriculum as a technological resource in basics education has a hole of complex aspects and demand a deep reflection about it. Therefore, the comprehension of these aspects could show a way that robotics don't be integrated into the curriculum just to maintain the hegemony, but to amplify the perspectives of Science and technology education. in a more ~ motivated and significant way to students