Em construção
Educational Robotics. Teacher training. Tecnologic innovation.
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 entral objective was to implement and analyze the experience of continuing education for pedagogical innovation in ER, 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 ocumentary 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 ER, developed in the EEPK 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 EEPK. 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 ER as an innovative resource in their classes. The other three had difficulty doing so, and the application of ER 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 ER 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 ER. 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.