Robótica educacional nos anos iniciais: o processo de implementação e avaliação em uma escola pública

Abstract

Among the possibilities of using Digital Technologies of Information and Communication in education, Educational Robotics has been gaining space, especially by favoring an interdisciplinary teaching and contextualized with reality. However, most of the experiences described are in the form of one-off workshops, with limited duration, with no continuity in the activities developed. This paper presents how a Brazilian municipal public school, which serves students from the first stage of Elementary Education, a pioneer in their municipality to implement Educational Robotics, followed the paths for consolidating this work that has been happening since 2015 in a perspective of continuity and progression of the contents, and as an integrated practice into his Political Pedagogical Project, in addition to investigating, through data obtained in a non-directive interview with the instructor responsible for the classes and semi-structured questionnaires applied to teachers and those responsible for students, how the school community has perceived its impacts. The conclusions indicate positive results in student learning and that the pedagogical practices developed can contribute, in a relevant way, to different aspects of development in an integral perspective. Still, this research can help other schools that wish to start activities with Educational Robotics.