Robótica Pedagógica e Currículo do Ensino Fundamental: Atuação em uma Escola Municipal do Projeto UCA

摘要

This article aims to describe the process of using the Educational Robotics - RP in the context of the project teacher training One Laptop per Student - named UCA/Unicamp -, developed between 2011 and 2014 at the Municipal School Elza Maria Pellegrini de Aguiar, located in Campinas, SP. The study aimed to both record and analyze the teacher training process to work with the Pedagogical Robotics, a mediator slope between scientific knowledge and the scholar knowledge, as well as, specifically, to understand how teachers, in close relationship with learning students, embody the notion of didactic transposition using the Pedagogical Robotics and the concept of interdisciplinary convergence. The study is contextualized in two distinct phases. The first, developed between August 2011 and December 2012 and the second between June 2013 and July 2014. Two teachers from two classes of 5th year (A and B) of elementary school took part in the studies. As theoretical assumptions, the work dialogues basically with authors discussing the concepts of Educational Robotics, Didactic Transposition and Curriculum. The notion of Interdisciplinary Convergence is presented and permeates the doings of the subjects. The research methodology is based on the qualitative approach resulting in an evidence of the importance of teacher training for the use of didactic transposition of ideas and interdisciplinary convergence in the teaching and learning processes.