Made available in DSpace on 2014-12-17T14:54:51Z (GMT). No. of bitstreams: 1 AlziraFS.pdf: 2161764 bytes, checksum: 1d0222529ef56674661a66ce88796933 (MD5) Previous issue date: 2009-04-16 / In this work, we propose a methodology for teaching robotics in elementary schools, based on the socio-historical Vygotsky theory. This methodology in conjunction with the Lego Mindstoms kit (R) and an educational software (an interface for control and programming of prototypes) are part of an educational robotics system named RoboEduc. For the practical development of this work, we have used the action-research strategy, being realized robotics activities with participation of children with age between 8 and 10 years, students of the elementary school level of Municipal School Ascendino de Almeida. This school is located at the city zone of Pitimbu, at the periphery of Natal, in Rio Grande do Norte state. The activities have focused on understanding the construction of robotic prototypes, their programming and control. At constructing prototypes, children develop zone of proximal development (ZPDs) that are learning spaces that, when well used, allow the construction not only of scientific concepts by the individuals but also of abilities and capabilities that are important for the social and cultural interactiond of each one and of the group. With the development of these practical workshops, it was possible to analyse the use of the Robot as the mediator element of the teaching-learning process and the contributions that the use of robotics may bring to teaching since elementary levels / Neste trabalho propomos uma metodologia para o ensino de rob?tica no Ensino Fundamental, baseada na teoria s?cio-hist?rica de Lev Vygotsky. Esta metodologia em conjunto com o kit Lego Mindstormsr e um software educacional (uma interface para controle e programa??o de prot?tipos) comp?em o sistema de rob?tica pedag?gica denominado RoboEduc. Para o desenvolvimento dessa pesquisa foi utilizado o m?todo pesquisaa??o, sendo realizados atividades de rob?tica com a participa??o de crian?as com idade entre 8 a 10 anos, alunos do Ensino Fundamental I da Escola Municipal Professor Ascendino de Almeida, localizada no bairro Pitimb?, na periferia de Natal, Rio Grande do Norte. As atividades visaram produzir conhecimento sobre a constru??o de prot?tipos rob?ticos, sua programa??o e controle. Ao construir os prot?tipos as crian?as desenvolvem ZDPs, que s?o espa?os de aprendizagem que quando bem aproveitados proporcionam a constru??o, pelos indiv?duos n?o s? de conceitos cient?ficos, mas tamb?m de habilidades e compet?ncias importantes para as intera??es sociais e culturais de cada um e do grupo. Com o desenvolvimento das oficinas foi poss?vel analisar a utiliza??o do rob? como elemento mediador do processo de ensino-aprendizagem e as contribui??es que o uso da rob?tica pode trazer para o ensino desde o n?vel fundamental

Made available in DSpace on 2014-12-17T14:36:26Z (GMT). No. of bitstreams: 1 AkynaraARSS_DISSERT.pdf: 4554559 bytes, checksum: 7db2ddf09c3234b505d4c8647a24b76c (MD5) Previous issue date: 2010-08-18 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This paper presents a reflection on the use of robotics in education technology and the fostering of social and digital inclusion, unveiling a new field that has been outlined today. Robotics constitutes a tool still little known and not regulated at national level in education, there is little experience involving the tool in the Northeast. This research aims to reveal one of the first experiments with educational level robotics in Rio Grande do Norte. We present a field research conducted in a public school chancellor for a major institute of science and technology education of the state from seeking review of the robotics course, understand how they work and show their use in school and shows that contributions were generated for digital inclusion category students, based on speeches by teachers, engineers, management and students. As part of gathering information, we used the focus group technique, applied in two stages, one with groups of students, teachers and other school administration, as well as comments directed to the times when the robotics course was being finalized. As a result, we found that the school, through the robotics course is a provider of social and digital inclusion, since it awakens in the sample of students in this research knowledge enabler of social change. And that despite the student category do not understand the depth of meaning of inclusion, the same report in daily actions that integrate technology into their social context in harmony, enjoying its cultural citizenship in full / Este trabalho apresenta uma reflex?o acerca do uso da rob?tica no ?mbito da educa??o como tecnologia fomentadora de inclus?o s?cio-digital, desvendando um novo campo que se delineia na atualidade. A rob?tica constitui-se em uma ferramenta ainda pouco difundida e n?o regulamentada a n?vel nacional no ?mbito da educa??o. Escassas s?o as experi?ncias envolvendo a ferramenta na regi?o Nordeste. A presente pesquisa visa revelar um dos primeiros experimentos a n?vel educacional com a rob?tica no Rio Grande do Norte. Para tanto, apresentamos uma pesquisa de campo, realizada em uma escola p?blica chancelada por um notado instituto internacional de educa??o cient?fica e tecnol?gica localizado no Estado do RN, buscando a partir de an?lise do curso de rob?tica, entender o seu funcionamento e mostrar sua utiliza??o na escola, bem como revelar que contribui??es foram geradas para inclus?o digital da categoria discente, com base nos discursos de professores, coordenadores, gest?o e alunos. Como elemento de coleta de informa??es, fizemos uso da t?cnica de grupo focal, aplicada em dois momentos: primeiro com grupos de alunos, depois com professores e administra??o escolar, al?m de observa??es direcionadas aos momentos em que o curso de rob?tica estava sendo efetivado. Como resultado, constatamos que a escola, por meio do curso de rob?tica ? provedora de inclus?o s?cio-digital, uma vez que desperta na amostra de alunos desta pesquisa conhecimento propiciador de mudan?a social. E que apesar da categoria discente n?o compreender a dimens?o do significado da palavra inclus?o, os mesmos relatam a??es cotidianas em que integram a tecnologia ao seu contexto social de forma harm?nica, desfrutando da sua cidadania cultural de forma plena