Banca de QUALIFICAÇÃO: VIVIANE BARBOSA DA SILVA PAIVA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : VIVIANE BARBOSA DA SILVA PAIVA
DATE: 02/05/2025
TIME: 14:00
LOCAL: Google Meet
TITLE:

 

 

THE EXPANSIVE LEARNING CYCLE WITH SCIENCE TEACHERS: AN
EXPERIENCE WITH EDUCATIONAL ROBOTICS

 

KEY WORDS:

 

 

activity theory; educational robotics; science teaching; change
laboratory; pedagogical practice.

 

PAGES: 113
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The two main contexts that led to the idea of constructing this work were the
desire to use Educational Robotics in teaching Science and studies of
ActivityTheory, specifically Expansive Learning. Through an adaptation of the
Change Laboratory training method, we intend to mediate the pedagogical
practice of teachers who participated in the didactic workshop held in 2019, in the
master's degree on the use of Educational Robotics, within a theoreticalmethodological
perspective of Activity Theory and thus seek answers to the
following research question: “What are the possibilities of adapting and using a
Change Laboratory with science teachers using Educational Robotics, which is
capable of developing an expansive learning cycle with its sequences of learning
actions in the classroom? This work will be developed within the scope of the
Doctoral thesis project in the Science Teaching program at the Federal Rural
University of Pernambuco. Seeking answers to the research question presented,
we point out as a general objective, analyze the development of the Change
Laboratory method, through the Expansive Learning Cycle, in the pedagogical
practice of science teachers for the use of Educational Robotics. In order to
achieve the objective set, this research brings as theoretical contributions, a
historical line on the Theory of Activity, inspired by Marxist principles, divided into
three generations of learning, the first centered on Vygotsky, the second inspired
by Leontiev and the third under construction by Engestrom, with Expansive
Learning, based on the dialectic of ascension from the abstract to the concrete
that is achieved through epistemic actions, with the five basic principles, using
the constructions and resolutions of contradictions, contextualized in historicity,
to understand the multivocalities that evolve successively in the activity system
and finally we will discuss learning in the context of Activity Theory in pedagogical
practice and in learning actions with Educational Robotics in science teaching,
with a systematic review of the literature on the expansive learning cycle in
science teaching. . The proposed methodology is a Qualitative Research, through
the adaptation of the Change Laboratory, with the participants being seven
Teachers who underwent continuing education, carried out through a didactic
workshop on Educational Robotics in science teaching, with the researcher, as
part of the construction of her master's dissertation. Data will be collected through
six audio-recorded sessions, in addition to a semi-structured interview and a visit
to the workplace, and will be analyzed according to five categories based on the
principles of expansive learning. We believe that this work can contribute to the
use of the Change Laboratory in the teacher's pedagogical practice, as well as
discussions on the use of Educational Robotics in Science Teaching.

 

COMMITTEE MEMBERS:
Presidente - ***.118.734-** - IVONEIDE MENDES DA SILVA - UFRPE
Interna - VERONICA TAVARES SANTOS BATINGA
Externa ao Programa - 1347098 - FLAVIA MENDES DE ANDRADE E PERES - UFRPEExterno à Instituição - HELIO DA SILVA MESSEDER NETO - UFBA