Robótica pedagógica nos programas de pós-graduação em educação do Brasil: um retrato em movimento

Abstract

This study is linked to the line of research Theories of Education and Pedagogical Processes, of the Graduate Program in Education - PPGE at PUC Goiás. It aims to characterize the academic production on pedagogical robotics of stricto sensu graduate programs in education at Brazil. To achieve this objective, we opted for a search of the Knowledge State type (FERREIRA, 2002; ROMANOWSKI, ENS, 2006; VOSGERAU, ROMANOWSKI, 2014). The research corpus was organized based on the theses and dissertations produced, on the subject of study, in graduate programs in Education in Brazil, having as source the Capes Digital Bank of Theses and Dissertations. The corpus consists of 36 theses and dissertations. The present thesis is theoretically based on an epistemological matrix that provided a problematizing reflection in relation to the pedagogical robotic artifact. For the discussion of the conceptions of technique and technology, we take as reference Vieira Pinto (2005a, 2005b, 2008, 2020a, 2020b). With regard to the social effects of technologies, we were based in Feenberg (2010a, 2010b, 2010c, 2010d, 2010e, 2012). To understand the relationship between technologies and education, we take as a base Peixoto (2008, 2012, 2015, 2016). Two units of analysis emerged from the corpus of this research: a) standardization in the use of the pedagogical robotic artifact in favor of positive results; b) search for positive results through the functionalities of the robotic artifact. The results show that the treatment of the relations between technologies and education in academic production on pedagogical robotics oscillates between an instrumental and deterministic technocentric view