Experiência com robótica educacional no estágio-docência: uma perspectiva inventiva para formação inicial dos professores de matemática

Abstract

In our research, we questioned how training practice occurred, with the use of educational robotics, in its implementation process in the teaching stage, in a mathematics degree course at the State University of Goiás. Through collaborative actions, discussions, presentations in seminars and reflections, the interns collectively produced and developed some educational proposals for mathematics, with the use of robotics, in the midst of problematizing experiences related to students' learning, who had contact in two state public schools, used as an internship field. Subsequently, the interns used their productions in high school classes and shared their experiences with the academic community at a scientific event. The interns' productions and experiences analyzed a posteriori, together with their interviews and testimonies produced by means of an electronic questionnaire, show traces of cartographic research and characteristics of intervention research, which intensify the rupture with merely informational practices and amplify the field participatory research. In order to analyze whether the practices related to the use of educational robotics constituted themselves as inventive learning experiences for the trainees participating in the research, we sought in the field related to cognitive sciences, the theoretical foundation in relation to the theme of the invention, in works aimed at inventive learning, inventive teacher training and the theory of autopoiesis. When considering experiences as (trans) formative processes, we produce two axes of analysis. In the first, we analyze how the interns' experiences occurred during the organization and development of the teaching internship in mathematics with the use of educational robotics. In the second axis, the effects of learning processes with the use of robotics in the training of trainees were analyzed. Through our analyzes, we identified that the relationship of interns with robotic devices led to the invention of problems, the invention of worlds and the invention of themselves. In this way, we defend that the actions and practices with the use of educational robotics in the space-time of the internship-teaching triggered inventive learning experiences in the interns. In the midst of agency with robotic devices, interns used mathematical knowledge to produce subjectivities and, at the same time, experienced the effects of self-training-inventiveness. Among the tensions that crossed us and inhabited us, we were provoked to problematize, think and rehearse, very lightly, the ideas of an Inventive Mathematical Education that can be practiced during the inventive use of mathematical knowledge in the educational environment.