EletroRobótica para professores polivalentes: desafios e perspectivas

Abstract

In this article, we present and discuss continuing education initiatives for teachers working in the early years of elementary education, within the context of the RoboClass project. To this end, we focus on two training activities that addressed experimental activities involving electro-robotic learning situations. The data discussed come from audio recordings, responses to a questionnaire, and the researcher's field diary, which were triangulated to support the analysis. In this training environment, we observed that the teachers, while engaging in these activities and offering opinions on other mathematical content that could have been included, also studied the functionalities of the Scratch software, critiquing the proposed approaches and suggesting adaptations. These suggestions considered their specific contexts, making them feasible to apply in their respective classrooms. In conclusion, we highlight a way to think about training actions in light of what is (im)posed to teachers.