Abstract:

This article aims to describe an investigation in Educational Robotics with Tools, focusing on the construction of robotic artifacts; their integration and contextualization, with the academic knowledge on middle school level of initial years. In this experiment we involve 50 middle school of the of initial years, aged between 9 and 10 years, trying to identify the level of transposition of the knowledge developed in the curricular subjects to solve the challenges imposed during the construction and socialization of relevant robotic artifacts in the children's imagination.

We used the universe of the educational robotics as a tool to promote the learning, so, the Educational Robotics dimension that promotes the construction of robotic artifacts, contemplating in an integrated way the practical with the cognitive making, experimenting with tools such as screwdrivers , Pliers, glue gun and soldering iron, copyright constructions with simple electronic elements like wires, batteries and motors. The robotic artifacts developed were identified between the elements present in the classroom content; elements that were suggested and chosen by students.

In the literature of Educational Robotics it´s common identify in several experiments the favoritism of the boys in the assembly of mobile cars, and of the girls in the automation of dolls for artistic activities. In this experiment,, three artifacts were developed: a mobile robot structured with remote controlled electronic scrap, a robotic mascot guided by magnets, and an automated revolving bridge with the Arduino prototyping platform.

The symbolic representation of the construct in the process of cognition of these students, was initially presented in a diffuse but developing stage, requiring support most likely promoted by a mediator with the competencies to encourage the interrogation, the thinking and the planned action, Considering the error as a process of reconstruction and not as determinant, otherwise, many artifacts would present functional problems caused by the impetus of to do, in an autonomous, uninterrupted and unplanned way. Considering students as multidimensional beings imbued with innate skills and abilities appropriate for different cognitive processes, it is possible to ensure through interesting and relevant activities for this student progress in the areas of creativity, logical reasoning, socialization and learning by doing.

In construction processes of knowledge with educational robotics with tools, the students from initial years are sometimes prevented from manipulating certain tools, caused by structural expectations involving student and pals safety. Teachers and pedagogues question the effectiveness of this technology applied to this level of teaching, as well as the danger posed by contact with tools that present risks.

The experiment demonstrates that, through the quality and conclusion of the robotic artifacts involved, the measurement structured on constructivist approaches having the student as capable not only motivates them for the planned action, but also promotes the development of competences in the social, affective , Cognitive, ethical and cultural dimensions. So, all the evaluative data collected, evidences the transposition of a great part of the disciplinary knowledge of the school curriculum in the planning of the actions of construction and reconstruction of the artifacts concluded by the students.

Keywords:

Middle school, children, robots.