Uma experiência da Robótica Educacional: a solução do desafio Rescue Line para os alunos do Ensino Fundamental

Abstract

In a hostile environment where human presence is neither advisable nor advisable, a robot must be designed, constructed, tested, and analyzed by students to perform the task of rescuing victims or bombs without any human help. The search for the solution of this challenge by the Brazilian Robotics Olympiad (OBR) and the Robotic Junior Tournament (TJR) enables students to develop skills and competences in mathematics through the description, execution, reflection and debugging of the problem. cycle of actions. This methodology presents itself as a possible starting point for studying different mathematical concepts. The present work aims to present applications of digital technologies together with the principles of Educational Robotics generating qualitative results in the teaching / learning process in the construction and manipulation of robots, in the development of logical thinking, in the implementation of ideas in programming language, and the strategy to solve the textit Rescue Line problem. In order to facilitate the methodology, the activities were fragmented in problem situations aiming the analysis and the elaboration of computational routines. This study had preliminary experiences at the Sana Municipal College and the João Brazil Municipal School, which served as a basis, incentive, deepening and improvement aimed at participation in cientific competitions by the Sana Municipal College. The choice of this institution is justified by having a computer lab with software installed and the number of equipment adequate to the number of students involved. The contents of Mathematics applied in the activities follow the current normative documentation that, besides guiding what should be taught, recommends in its descriptors the use of digital technologies in education. In response to the suggestion of the National Curricular Common Base (BNCC), a dynamic geometry software was used to describe and analyze the problem situations and, as a prerequisite to familiarize the learner with the programming language learning, was inserted into the context the superlogo 3.0, which is an intuitive programming language. The result of this research pointed out that different mathematical contents associated with each other can be explored in the pedagogical practice offered by Educational Robotics. It also showed students more attentive, focused, motivated and interested in learning this discipline having a robot as an object of learning. The proposal contextualized through problem situations elaborated by the OBR and TJR, contributed to an experience of group work and the exchange of knowledge.