Robótica educacional nas aulas de matemática: trabalhos colaborativos com alunos do 8º ano do ensino fundamental

This dissertation has as its theme the relationship between mathematical learning and educational robotics, when seeking to understand how to approach angles and proportionality in a collaborative work using Educational Robotics (ER) in the 8th grade of elementary school. This dissertation aims to: provide a reflection on the use of ER in elementary school mathematics classes; develop ER workshops through a pedagogical look, enabling its use in the classroom and offer subsidies for teachers who intend to use ER in mathematics classes, addressing the study of proportionality and angles. The theoretical framework that underlies this research is about the relationship between education, technology, more specifically in the context of educational robotics and learning environments. We start from Seymour Papert's studies on the construction and programming of artifacts, robots, and focus on his constructionist theory that has influenced the way educators think about directions for education reforms and, in this context, about the roles of technology in learning. We seek a pedagogical look when using the concepts developed by Philipe Perrenoud on competences and skills, and we also present, from Torres and Irala (2014), the concept of Collaborative Learning.This research was developed with Basic Education students from a private school in the interior of the state of Minas Gerais. In order to seek understanding of our issue, we created workshops where data were collected through photographic images, audiovisual recordings and questionnaires. Two workshops were developed and applied, where the research participants sought to solve the proposed problems using the LEGO® MINDSTORMS Education EV3 robotics kit. The research is characterized as qualitative, using participant observation as a method of investigation. The results suggest that educational robotics can become a valuable ally of the mathematics teacher, promoting the creation of projects, of learning situations, where the participants actively collaborate. This ...