Maker movement and educational robotics in Brazil: from legislation to emerging practices in the school environment
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Ana Carolina Carius
Abstract
This work has, as its object of study, the implementation of the new high school (or secondary education) in Brazil, with a focus on the insertion of computational robotics, programming, and maker activities in each of the 26 states of the federation. As a general objective, we intend to evaluate the influence of the maker movement in the STEM area in Brazilian high schools, with a focus on the development of computational thinking in students, based on approaches in computational robotics. A mixed qualitative and quantitative study was carried out where, from a qualitative point of view, research was conducted on the state resolutions that guided the choice of the so-called learning paths and their implications in computational robotics. From a quantitative perspective, a study is presented based on data from the 2023 School Census, which aggregates all Brazilian schools. It was then verified the presence or absence of adequate infrastructure for the installation and operation of activities involving computational robotics in Brazilian schools. It is concluded that there are innovative initiatives aimed at expanding activities involving computational robotics at the high school level in Brazilian schools, although there is still a lack of significant investment in school infrastructure to accommodate this new moment in education in technology and innovation in Brazil.
Abstract
This work has, as its object of study, the implementation of the new high school (or secondary education) in Brazil, with a focus on the insertion of computational robotics, programming, and maker activities in each of the 26 states of the federation. As a general objective, we intend to evaluate the influence of the maker movement in the STEM area in Brazilian high schools, with a focus on the development of computational thinking in students, based on approaches in computational robotics. A mixed qualitative and quantitative study was carried out where, from a qualitative point of view, research was conducted on the state resolutions that guided the choice of the so-called learning paths and their implications in computational robotics. From a quantitative perspective, a study is presented based on data from the 2023 School Census, which aggregates all Brazilian schools. It was then verified the presence or absence of adequate infrastructure for the installation and operation of activities involving computational robotics in Brazilian schools. It is concluded that there are innovative initiatives aimed at expanding activities involving computational robotics at the high school level in Brazilian schools, although there is still a lack of significant investment in school infrastructure to accommodate this new moment in education in technology and innovation in Brazil.
Chapters in this book
- Frontmatter I
- Preface V
- Contents IX
- Maker education and educational robotics in the age of artificial intelligence 1
- Making to engineering: toward a personalized engineering robotics playground 9
- Maker movement and educational robotics in Brazil: from legislation to emerging practices in the school environment 45
- Robotics and computational language in the school setting: a review of research 59
- The use of psychological measurements in research on educational robotics 85
- Promoting social communication skills in autism spectrum disorder through robotics and virtual worlds 95
- Robots for autism-specific education: opportunities and barriers to the use of technical devices 119
- Proposal for intervention with intelligent educational robots in primary education students after the analysis of their pedagogical possibilities 131
- New realities in the education field? Keys to understanding the role of intelligent educational robots 149
- Intelligent Educational Robots in Early Childhood Education: Building the Future 169
- Interactivity of smart educational robots 199
- Exploring the use of chatbots in English language learning among higher education students in Israel 213
- Model of a teacher from the standpoint of ethics in education using artificial intelligence 233
- The AI-enhanced DIY robotic car: introducing the five big ideas of AI 245
- List of contributors 263
Chapters in this book
- Frontmatter I
- Preface V
- Contents IX
- Maker education and educational robotics in the age of artificial intelligence 1
- Making to engineering: toward a personalized engineering robotics playground 9
- Maker movement and educational robotics in Brazil: from legislation to emerging practices in the school environment 45
- Robotics and computational language in the school setting: a review of research 59
- The use of psychological measurements in research on educational robotics 85
- Promoting social communication skills in autism spectrum disorder through robotics and virtual worlds 95
- Robots for autism-specific education: opportunities and barriers to the use of technical devices 119
- Proposal for intervention with intelligent educational robots in primary education students after the analysis of their pedagogical possibilities 131
- New realities in the education field? Keys to understanding the role of intelligent educational robots 149
- Intelligent Educational Robots in Early Childhood Education: Building the Future 169
- Interactivity of smart educational robots 199
- Exploring the use of chatbots in English language learning among higher education students in Israel 213
- Model of a teacher from the standpoint of ethics in education using artificial intelligence 233
- The AI-enhanced DIY robotic car: introducing the five big ideas of AI 245
- List of contributors 263
