Cultura digital frente às demandas das escolas do campo: a robótica educacional como possibilidade para o ensino de matemática

Abstract

This study aims to investigate relationships between educational robotics and teaching of Mathematics in rural schools, in order to present an integration of the practice that involves educational robotics as a resource for Mathematics teaching in schools in the brazilian countryside. Taking into consideration that the countryside has been growing technologically, which has changed the way its residents work, the School as a place of teaching has as one of its main objectives integrating students’ reality into pedagogical practices. Therefore, by making use of educational robotics as a resource for teaching, the School will be able to provide a different learning environment: a space for simulation, creation, and programming, in which students can relate mathematical contents to agricultural activities when applying these contents to prototype construction. Thus, this study is concerned with answering the following question: what does recent literature say about School practices carried out with the use of educational robotics, within Mathematics teaching in Rural Schools? The research presents an exploratory qualitative methodology, based on the theoretical framework about these three themes: rural education, educational robotics and Mathematics teaching, and based on the exploration of dissertations and theses published in the last ten years that address: a) teaching of Mathematics in rural schools; and b) educational robotics as a resource for teaching of Mathematics. Based on that, we present a categorization of the analyzed studies. The results that were found show possible relations between educational robotics and rural education. In the studies that were analyzed, we verified that practices that contemplate contents involving educational robotics can intensify the teaching of mathematics in rural schools, through teachers’ mediating actions when they involve contextualization with culture, work, and students’ formal and informal knowledge, aiming at an integral formation. As the final product of this research, we developed a methodological didactic guide for the possible insertion of robotics as a practice for teaching of Mathematics in rural schools for high school students, in an attempt to help teachers who wish to explore these possibilities.