Meninas na robótica: inclusão, cidadania e formação para a vida

• Ano de defesa: 2020
• Autor(a) principal: SILVA, Hutson Roger
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/17107/0013000000m3k
• Idioma: por
• Instituição de defesa: Brasil; Mestrado em Ensino de Ciências e Matemática; UFU; Universidade Federal de Uberlândia
• Palavras-chave em Português: Meninas na Robótica - inclusão; Robótica Educacional - torneio; Educational robotics - tournament; Girls in robotics - inclusion; Ciências Exatas e da Terra
• Link de acesso: http://repositorio.ifap.edu.br/handle/prefix/821

The present research sought to include a group of girls in an educational robotics project with the objective of verifying which knowledge productions may arise in this inclusion process, as a way to insert them and encourage them to remain in the field of science and technology. The fact of the plot arose with the concern to observe that the academic and professional world is predominantly male, in many places the issue of the insertion of women in the scientific and professional area is already debated. Education is defended as an instrument of citizen formation capable of reducing inequalities and including those who, for some reason, are excluded from the most important sectors of society. Thus, this work also sought to encourage teachers to develop projects that promote inclusion, thus cooperating, for the social transformation of individuals since their school life. This initiative originated in a public school, with the aim of seeking participation in a robotics tournament. The path of this project may show that the robotics tournament was a great epicenter to encourage the inclusion of students in robotics projects. This idealization was able to develop personal skills, such as teamwork, solidarity, capacity for dialogue, as well as academic skills, such as the production of robots for competition, prototypes for the production of biodiesel and structuring of scientific projects. This research can show students that science has space for everyone, influencing them in their future professional choices and empowering them to encourage more girls to enter the world of science. As a result of this project, a portfolio was created as the final product of collaborative productions between the teachers and students involved.