O laboratório de robótica da Escola Sesi: um ambiente construcionista de aprendizagem matemática

Abstract

The constant transformation of society can be attributed to the digital technological evolution, of which the current generation enjoys the benefits, but also suffers from the burden. This burden is caused by different aspects, ranging from the lack of access to technological resources such as the difficulty in handling them. When recognizing this difficulty, the thesis is defended that, both technological inclusion and the development of skills to use them, must pass through School Education. In this sense, the South African mathematician and computer scientist Seymour Papert has advocated the use of digital technological resources as tools to enhance learning since the 1960s. His work, with the computer and “objects of thinking with”, culminated in the development of learning theory called Constructionism, and at the birth of what is currently known as Educational Robotics (RE). When observing RE as one of the main technological resources present in the current school, this research based on Papert's theory of Constructionism was developed with the objective of identifying which are the proximity of Educational Robotics practiced in the SESI school in Araguaína with Constructionism. With a qualitative approach and adopting the Case Study as a research method, the following units of analysis were defined: The Constructionist Learning Environment (ACA); The Teacher Learning Objects-Student interaction built at the ACA, and; The Affectivity raised in the ACA. Based on the Constructionist theory, some theoretical patterns were identified: The formulation of Micromonds for Mathematical Learning; Autonomous supervising professor and leading student, and; Affective Learning; which were combined with the patterns evidenced in the data. The evidence points to a proximity between theory and practice, when considering these aspects, in which the construction of scientific-technological-mathematical knowledge can be seen with the development of activities that include the construction, programming and presentation of robots. It is concluded that the RE activities under study, have their points of intersection with Constructionism and that in these points the learning happens in an affective way, with the student as protagonist of the learning.