Formação continuada de professores para inovação pedagógica por meio da robótica educacional na Escola Estadual Presidente Kennedy
The present dissertation has as a convergence point issues related to the policies of continuing teacher training, with emphasis on the use of innovative technologies applied to Education, focusing on Educational Robotics, ER. Its central objective was to implement and analyze the experience of c...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Brasil
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/27424 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | The present dissertation has as a convergence point issues related to the policies of
continuing teacher training, with emphasis on the use of innovative technologies
applied to Education, focusing on Educational Robotics, ER. Its central objective was
to implement and analyze the experience of continuing education for pedagogical
innovation in educational robotics, developed with teachers of the 4th and 5th years
of the State School President Kennedy, EEPK, in the year 2017. This research
presents characteristics of an action research in which refers to the approach, given
its form of action research and constitutes a qualitative research in relation to its
nature. The instrumental apparatus of qualitative bias for data collection focused on
participant observation, questionnaires with open and closed questions, and
documentary analysis. The bibliographical and documentary research was used to
theoretically base the assumptions of this research work. This action research is
based on an intervention research, through an extension course in educational
robotics, developed in the school Presidente Kennedy in a collaborative way,
between three public educational institutions: the Federal University of Rio Grande
do Norte, UFRN, the Institute of Education Superior - Training Center for Education
Professionals, Ifesp and school Presidente Kennedy. This research involved
teachers and students from the 4th and 5th grade classes. As a result of this work,
we conclude that its central objective was partially met. Of the five teachers, from the
4th and 5th grade classes directly involved in the work, two managed to develop
autonomously the proposal to use the educational robotics as an innovative resource
in their classes. The other three had difficulty doing so, and the application of
educational robotics in their pedagogical practices needed a more effective support
from the research professor of Ifesp. Difficulties of a structural and conjunctural
nature. Among these difficulties are the deficiencies in the technological
infrastructure offered by the school; insufficient amount of educational robotics kits;
the difficulty with the participation of fellows in the conduction of the second stage of
formation for the accompaniment and support to the cursistas professors; the training
time was insufficient, especially the time spent teaching the robot's programming. It
was noticed, however, that the time factor was the main one. This factor, directly
related to the social conditions of work of teachers, was certainly the most relevant
among those observed. These and other factors, which determined this reality, are
analyzed in this work, also considering the possibilities of innovation of pedagogical
practices mediated by technologies, such as educational robotics. The gains and
achievements produced by the work provided by this research, however, were very
relevant, both for the teachers and for the students involved. |
|---|