Robótica educacional crítica no contexto do ensino médio integrado

Abstract

The development of some more critical educational robotics seems to be necessary for the diffusion of technology as an agent of emancipation at schools. The market’s point of view regarding the work with robotics ends up restricting it to a simple gimmick for increasing the number of students (consumers) for schools. As opposed to this perspective, it is presented the work with robotics developed by the Educational Physics and Applied Robotics – FERA –, which is situated in the Federal Institute of Education, Science and Technology of Piauí – IFPI Parnaíba campus. This investigation occurred within the scope of Technical and Professional Education in High Schol – EPTNM – and aimed to explain the relevance of the work with robotics for the consecution of Integrated High School – EMI –, based on the Marxian and Gramscian conceptions, respectively, from the “future perspective” to the Polytechnique and from the “crossing” to the unitary school. For that purpose, a description of the activities of FERA was carried out, relating these activities with the conceptions of Professional and Technological Education - EPT. The research consulted authors of reference who provide theoretical support for the EPT and for the theme of critical educational robotics, technology as an agent of emancipation and overcoming of the naïve consciousness regarding technology. This research has a qualitative approach and is methodologically classified as an action research, connected to the Freirean circles of culture, which were made possible by interactive/reflexive interviews performed with the members of FERA. As for the technical procedures, a literature review was carried out; in relation to the objectives, this work is classified as explanatory, exploratory and descriptive. The method of procedure utilized was the monographic together with a dialectic approach. The data were analyzed using content analysis. The study demonstrated the importance of inserting the critical educational robotics in EPTMN for the consecution of the integral human education and revealed that the robotics developed at FERA contributed to the consecution of the EMI within the EPT. The presence of traditional schooling and the incidence of it in the preparation for ENEM were reported by the participants as burdens for more students to integrate FERA. As an alternative, it was proposed that educational robotics should become part of the official curriculum. The members of FERA appreciate the freedom of methodology and there is not specific systematization directed to the construction of robotic crafts. The presentation of works in events and promoted minicourses are activities which characterize FERA as an initiative aligned with transformation and not with social conformity. The involvement of the members of FERA and the pride related to the results of their activities evidenced the concept of “obra” for the development of the praxis in EPT. This research analyzed robotics as an educational practice in the context of EPTNM and an educational product was developed – the website for FERA –, whose objective is to broadcast their activities and, consequently, attract more students to make new study groups of robotics in IFPI, Parnaíba campus. The expectation is that the website contributes with the overcoming of the duality which is present in EPTNM, developing the integral human education based on conceptions related to the surpassing of the naïve consciousness regarding technology itself and technology as an agent of emancipation