A robótica educacional como apoio à prática docente em matemática: um mapeamento teórico

Abstract

This study presents the use of Educational Robotics as a support tool for teaching practice in Mathematics education. It investigates the potential of Educational Robotics to overcome barriers in the learning of abstract mathematical concepts, often associated with a lack of practical contextualization. The general objective of this work is to identify ways to introduce Educational Robotics into Mathematics classes to assist teachers in teaching abstract content, addressing the central question of how Educational Robotics supports teachers in the teachinglearning process. The methodology employed is characterized as bibliographic research, developed under the modality of Theoretical Mapping, according to the procedures of Biembengut (2008). The theoretical framework articulates Libâneo’s (2013) discussions on the redefinition of the teaching role and the guidelines of the National Common Curricular Base (BNCC), which encourage Computational Thinking and the use of digital technologies in Mathematics teaching. The results of Theoretical Mapping, which analyzed twelve works (10 master's theses and two articles), indicate that, although the potential of Educational Robotics is recognized, most research focuses on the student as the protagonist. Thus, a significant gap was identified in studies and materials aimed directly at teacher support, specifically regarding planning and pedagogical mediation. In view of the identified gap, this dissertation proposes, as an educational product, a Didactic Sequence. This proposal is aligned with the BNCC and structured as a practical guide to assist the teacher in using Educational Robotics for the modeling and visualization of abstract mathematical concepts. It is concluded that Educational Robotics constitutes a viable pedagogical tool and that the developed product seeks to address the scarcity of direct support materials for teachers, facilitating the integration of this technology into pedagogical practice.