Metodologias ativas na robótica educacional: possíveis articulações com o currículo de ciências?

Abstract

School institutions have been looking for ways of teaching that are less rigid and that promote more meaningful and lasting learning. In this direction, robotics enters Brazilian schools and brings a proposal of junction between practice and theory. However, the robotics activities and pedagogical actions carried out in these projects do not always clearly involve the school curriculum and can become, therefore, simple marketing elements that propagate a false educational innovation. In this scenario, this research sought to understand the possible articulations of the Science curriculum with active methodologies aimed at educational robotics. The locus of the investigation is a private school in the interior of São Paulo that has been developing a robotics project in Elementary Schools I and II for four years. The methodology is based on a qualitative approach and the data were obtained through a documentary survey of the Pedagogical Proposal, the School Regulation, the Curricular Matrix and the School's Robotics Project. In addition, semi-structured interviews were applied to professionals directly involved in conducting the project. As a result of the study, the absence or gaps of information about the pedagogical practices applied in the institution was identified in the school documents, especially in terms of evaluation, and the purpose of this process in the Robotics Project and in the Pedagogical Proposal was not clear. The research allowed a better understanding of robotics as an active methodology, as well as its relationship with the curriculum. It was also noted that there is a partial articulation of the prescribed curriculum to educational robotics, with almost exclusive reference to the BNCC, since there was no reference to the local prescribed curriculum and its articulation with the project. This study hopes to bring contributions to future investigations that permeate the experience of active methodologies, such as robotics, from a curricular perspective in the school environment, strengthening discussions on the subject.