Ensino de programação por meio da robótica educacional: contexto dos estudantes do curso técnico de informática do CETEP/LNAB.

Abstract

Educational Robotics stands out as a pedagogical approach capable of enhancing com puter programming learning and fostering student engagement in Professional and Tech nological Education (PTE). This dissertation aimed to investigate, in a specific context, the effects of using educational robotics on programming learning and on the engage ment of students in an integrated technical course in Informatics. The methodological framework adopted was a mixed-methods approach, grounded in Grounded Theory, in volving weekly practical activities in which programming concepts were applied through practices mediated by robotics. Data analysis was conducted using both qualitative and quantitative methods, aiming to understand the engagement and technical knowledge of the participants before and after the interventions. The results obtained showed, for the group investigated, advances in emotional, cognitive, and behavioral engagement levels, as well as improvements in technical programming skills. It is concluded that, in the specific context analyzed, educational robotics proved to be an effective pedagogical stra tegy to minimize learning gaps and promote an interactive environment conducive to the development of these skills. Although promising, these findings should be interpreted as indicative of the potential of Educational Robotics in similar contexts, considering the particularities of the experience analyzed and suggesting the importance of further studies to explore its applicability in different realities of Professional and Technological Education.