Impactos da robótica educacional em duas escolas de período integral de Goiânia: uma análise crítica

Abstract

This research is linked to the Research Line, Theories of Education and Pedagogical Processes, of the Graduate Program in Education (PPGE) at PUC Goiás. The objective of this research is to critically analyze the impacts of the implementation of educational robotics kits in two full-time state public schools in Goiânia. The UNESCO Global Education Monitoring Report (2023) points out that there is a huge amount of technological products aimed at education, and decisions about their use are often made without evidence of their benefits and costs. We also investigate the possibility of teaching and learning Mathematics and Physics through educational robotics and the consequent impacts on teaching methodology and teacher autonomy. To achieve the objectives, we initially conducted theoretical research, studying authors in the field of historical-cultural theory and researchers who investigate the use of technologies in education. In addition, we analyzed the training offered to teachers, studied public documents on the acquisition of robotic artifacts, and the implementation of robotics in the new High School. The field schools were chosen due to: a) ease of access; b) use of educational robotics kits; c) ready collaboration of teachers. The results showed that the kits, by themselves, do not contribute to the teaching-learning process. Teachers do not receive adequate training to work with such kits, resulting in the school being a place to discard these technologies