Robótica educativa com crianças/jovens : processos sociocognitivos

Abstract

This research had as its main goal understand how the sociocognitive processes take place when the subjects are engaged in some activities in workshops of Educational Robotics, linked to theoretical precepts according to Hacker Ethics, Constructivism and Constructionism. In order to achieve that goal, workshops held using LEGO®, Scratch and Arduino motors and assembling resources were analyzed in an exploratory case study, where the author acted as a advising professor, provoker, and researcher. Subjects in the workshops were 11 to 13 years old, participating in the Brazilian educational project known as “Mais Educação” at a school in the northeast region of the state of Rio Grande do Sul during their off-school period. Piaget’s Clinical Method was the intervention method during the workshops, as well as the data analysis method, making it possible for the researcher’s self-analysis to emerge. Even though data are interweaved by movements of coercion and conformism, data analysis signalizes the establishment of intellectual and moral cooperation processes, in moments when subjects had their interests and knowledge respected. The voluntary construction of the story “M’s Dream” and the signs of empowerment observed in a few subjects indicate that using Educational Robotics, in an environment favoring teamwork, by selfgovernment, can be a factor promoting the construction of new knowledge and that can contribute for the preparation of the subject for life in society, respecting the other. The activities, attractive because they are shaped as entertainment, can help in the education of subjects that are active in the construction of new knowledge, both of intellectual and moral nature. In the conclusion, some principles for the development of activities with Educational Robotics, which are consonant with the precepts supporting this study, are presented.