Aprender brincando em pleno século XXI: o uso da robótica educacional no processo ensino aprendizagem em um diálogo com pensamento teológico-educacional de Rubem Alves

Abstract

The inclusion of new technologies in the teaching-learning process has been a challenge presented due to numerous factors which involve the competence of spreading of knowledge to the students by the teachers in a clear and simplified way, also the difficulties presented of the students, where this challenge is confronted by the teachers of the beginning years of high-school, mainly in the technical programs of the exact areas, especially due to the complexity involved in the abstraction of logical problems. This Final Paper of the Professional Master’s program proposes the use of educational robotics in the teaching-learning process in a dialog with the theological educational thinking of Rubem Alves, through reflections, information and actions carried out in a case study in the Federal Institute of Paraná – Paranavaí Campus. The work is the result of a bibliographic research of the readings of texts of authors on the theme and the analysis of the case study. With the use of educational robotics, one seeks inclusion through a playing, stimulating, motivational and challenging process valuing the knowledge of the students, the interpersonal relationship, being concerned not only with informing, but with the formation, adapting the new medias to the way of being of each student within their social, cultural and community reality. The process of learning through playing becomes more objective and experiential since the playing tasks permit the child and adolescent to develop their creative capacities, exposing their desires and feelings, stimulating their imaginative and fantasy capacities. The technological tools became facilitating instruments in the methodology of educational teaching permitting that students and teachers become closer, including those who have some type of deficiency in the learning process. The insertion of educational robotics as a means of teaching-learning in the school environment had to break some paradigms until it was accepted and recognized as an instrument capable of exploring the cognitive capacity, expressing and exploring their own ideas, promoting the breaking of paradigms of the traditional class rooms, propitiating interdisciplinarity through themes that are relevant to the students who will develop the project through an exploratory research, where they will be instigated to seek solutions to the proposed problems through a process of creation, exploration and questionings. The transformations related to the digital technologies are, ever more, establishing the forms of education in current times. In this way we have the use of educational robotics in consonance with the educational theological thinking of Rubem Alves, through playfulness and experimentation, endeavoring in collective actions with pedagogical practice, propitiating humanized growth of the students, valuing technology as a means in the teaching-learning process, remembering always that it is not a simple task, since we are in constant change.