<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação (Bauru)]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132024000100208</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320240010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aspectos da interdisciplinaridade em dissertações e teses que versam sobre a Robótica Educacional com alunos de escolas públicas de Educação Básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Aspects of interdisciplinarity in dissertations and theses on Educational Robotics with students in public Basic Education schools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Marli Regina dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meneghetti]]></surname>
<given-names><![CDATA[Renata Cristina Geromel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Ouro Preto (UFOP)  ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo (USP) Instituto de Ciências Matemáticas e de Computação (ICMC) ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132024000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132024000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132024000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo apresenta um estudo teórico-bibliográfico que teve como objetivo investigar aspectos da interdisciplinaridade presentes em dissertações e teses que se voltam para a Robótica Educacional (RE) no desenvolvimento de ações com alunos da Educação Básica regular pública. Discute a interdisciplinaridade em seus aspectos epistemológicos no âmbito da Educação Matemática e de suas interfaces com outras áreas de conhecimento. Anuncia o estudo realizado que, por meio de uma análise interpretativo-fenomenológica de excertos das pesquisas selecionadas, buscou compreender como a interdisciplinaridade nelas se apresenta. Nos resultados, destacam-se características e potencialidades interdisciplinares da RE; abordagens de ensino atreladas; e caminhos para o trabalho pedagógico. Evidenciam-se possibilidades da RE na promoção de práticas que visem transcender o conhecimento compartimentado, em especial no campo da Educação Matemática, destacando a abertura para a integração das disciplinas nos espaços públicos de ensino, em direção a uma aprendizagem sistêmica na qual os saberes dialoguem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: We have conducted a theoretical and bibliographical study to investigate interdisciplinary aspects in dissertations and theses on Educational Robotics (ER) involving actions with students of regular schools of public Basic Education. Our focus was on interdisciplinarity in Mathematics Education and its intersections with other fields of knowledge. The study entailed an interpretative-phenomenological analysis of selected research excerpts to explain the relationship between knowledge and interdisciplinary aspects. The findings emphasize the potential and interdisciplinary nature of educational robotics, teaching approaches, and pedagogical strategies. The study identified possibilities for ER to promote practices that transcend isolated knowledge, particularly in Mathematics Education. The results also highlight the potential for integrating different disciplines in public education towards systemic learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pesquisa bibliográfica]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica]]></kwd>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[Robótica educativa]]></kwd>
<kwd lng="pt"><![CDATA[Interdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[Abordagem fenomenológica]]></kwd>
<kwd lng="en"><![CDATA[Bibliographical research]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[Educational robotics]]></kwd>
<kwd lng="en"><![CDATA[Interdisciplinarity]]></kwd>
<kwd lng="en"><![CDATA[Phenomenological approach]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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