Aplicações da robótica educacional para o desenvolvimento do pensamento computacional no contexto da educação básica.

Abstract

Nowadays, the competence of solving problems is substantial for the relationship of human beings with the social environment, on this account the diverse areas encompass complex situations to be cleared up. Though, accompanying the social dynamic is a hard task which can make impossible the scientific and technical progress, being a challenge to provide the students conditions that favor the capacity of problem solving. Thus, we glimpse the insertion of efforts which stimulate these capacities in students since the Basic Education (BE), expectation that has been recognized in the proposal of the Common National Curricular Base (BNCC) of Brazil. In this sense, Computational Thinking (CT) emerges as an interdisciplinary a thought process encompassing mental abilities that can help the comprehension and problem-solving. Researches in the field of Education in Computer Science (CC) invest in methodological proposal of activities aimed to computer stimulation, in validating evaluating tools, as well as in the conception of technologies which support the execution of these activities. ER is one of these technologies that stands out in the different educational levels for favoring skills such as: team work, logical thinking and creativity; intimately articulated skills with the computer paradigm. Despite, scientific initiatives, mainly in BE, they don’t seek to observe the impact that RE has on student development, evidencing a field which requires studies based on empirical investigation. The main objective of this work is to investigate the ER activities impact on CT development and on learning of 1st grade High School grade curriculum components. We aimed to answer the following questions: (Q1) Can the use of Robotics in BE help in the CT development? (Q2) Can the use of Robotics favor in performance of curriculum components? For this, we accomplished a study of intervention research type with students and teachers from the 1st grade High School of two contrasting modalities of BE analysing quantitative and qualitative aspects. The results indicate that the introduction of ER can favor students in the development of CT skills and in the learning of High School curriculum components.