Relação Com O Saber, Aprendizagem Expansiva E Robótica Educacional: Sentidos Na Aprendizagem De Funções

Palavras-chave

Robótica Educacional; Relação com o Saber; Aprendizagem Expansiva

Autores

• roberto-santos 0009-0003-1325-4499

Abstract

This qualitative and intervention-based study is part of an ongoing doctoral research project within the Northeast Teaching Network (Renoen). It investigates how Educational Robotics (ER), understood as a cultural mediation in the process of constructing meanings and significances, can reframe students’ relationship with knowledge in the formation of mathematical function concepts. The study is grounded in Charlot’s Theory of the Relationship with Knowledge (2000, 2020) and Engeström’s Theory of Expansive Learning (2016), establishing a link between the personal meaning attributed to knowledge and the collective expansion of the learning activity. The research involves 21 young participants from a social project aimed at people in vulnerable situations, in Vitória da Conquista (BA). The intervention employs field and log journals, knowledge balance, pre- and post-tests, and semi-structured interviews as instruments for data production. Data organization will follow the procedures of content analysis, and interpretation will be guided by the aforementioned theories. It is expected that ER will promote more collaborative, critical, and socially meaningful pedagogical practices.