Participação em projetos de robótica educacional sob a perspectiva dos estudos CTS: uma análise crítica

Abstract

From the perspective of Science, Technology and Society studies, educational practices focused on digital inclusion, such as educational robotics, should not be limited to technical qualifications. Such practices should consider aspects of the social, cultural and economic life of communities through practical, situated and critical actions. In this sense, this research takes as its starting point the need to understand how participation is approached and practiced in Brazilian educational robotics projects and what conceptions of Science and Technology have been disseminated in this context. To this end, this dissertation is theoretically grounded in Community Participation, Dialogic Education and concepts from STS studies, such as criticism of the neutrality of Science and Technology, the linearity of development and technological determinism, as well as valuing participation and dialogicity. Through the lens of the theoretical framework, the proposed method is an articulation between the stages of the Systematic Literature Review and the Content Analysis used to support the critical analysis of Brazilian educational robotics projects, from the perspective of participation informed by the social studies of science and technology. The interpretations of the data extracted on the perspectives and characteristics of these projects point to the need to bring the people involved closer together in technoscientific production and decision-making, in order to promote more democratic learning spaces. It also suggests that the incorporation of participatory perspectives aligned with STS studies, such as Community Participation and Dialogic Education, could fill the gap and thus contribute to digital inclusion.