As potencialidades do lego robotizado no desenvolvimento de práticas colaborativas no contraturno escolar

Abstract

This paper presents an action research project on the potential of integrating Lego robotics into the school day and its impact on the development of collaboration between children. It involves the planning, implementation and analysis of activities developed in the school daytime related to educational robotics, specifically robotic Lego. To this end, the research problem is to identify the extent to which Educational Robotics, through robotic Lego, in the pedagogical practices of the school break, develop collaboration between children. In the stages of the action research, observation, planning/action, reflection and re-planning/action were carried out in the context of the SESI School After-School Program in Guaporé-RS, with 20 children enrolled. This cyclical movement enhanced the children's interactivity with Lego in collaborative practices. Data analysis was based on the following questions: 1) How do these children interact and collaborate with each other in activities involving Lego? 2) What aspects stand out most in the collaborative process? 3) How does collaboration reflect on subsequent activities? 4) How do these children use the learning developed with other classmates? Four lesson plans were developed over four weeks with collaboration as the thematic axis, based on the integration of robotic Lego. By developing collaboration, children become active subjects in their own lives, enabling educational development. Thus, with the integration of robotic Lego, these children are encouraged to develop directed activities, fostering the search for knowledge through collaboration.