<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922020000200406</article-id>
<article-id pub-id-type="doi">10.20396/etd.v22i2.8654828</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O USO DA ROBÓTICA NA PERSPECTIVA DA EDUCAÇÃO MATEMÁTICA INVENTIVA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE USE OF ROBOTICS IN THE PERSPECTIVE OF INVENTIVE MATHEMATICAL EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[EL USO DE LA ROBÓTICA EN LA PERSPECTIVA DE LA EDUCACIÓN MATEMÁTICA INVENTIVA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Marcos Roberto da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza Junior]]></surname>
<given-names><![CDATA[Arlindo José de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Goiás  ]]></institution>
<addr-line><![CDATA[Anápolis GO]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>406</fpage>
<lpage>420</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922020000200406&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922020000200406&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922020000200406&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Ao abordarmos a problemática voltada a maneira como os estagiários de um Curso de Licenciatura em Matemática desenvolveram e aplicaram algumas propostas educacionais de matemática com o uso da robótica, emergiu de nossa pesquisa de doutorado o que denominamos como Educação Matemática Inventiva. Neste contexto, revelamos no presente artigo, como os estagiários desenvolveram coletivamente algumas propostas educacionais, segundo a perspectiva da Educação Matemática Inventiva, a partir da construção e programação de três robôs, denominados como: Robô Seguidor de Linha, Robô Empilhadeira e Robô Separador. Durante a pesquisa os estagiários fizeram uso destes robôs com o propósito de desenvolverem propostas educacionais e aplicá-las em duas escolas-campo de estágio da rede pública de ensino. As propostas educacionais foram desenvolvidas coletivamente pelos estagiários com o uso da robótica a partir das necessidades específicas de aprendizagem de cada turma de alunos, posteriormente foram aplicadas nas escolas-campo de estágio. Constatamos durante as experiências ocorridas no espaço-tempo do estágio-docência, que a robótica foi utilizada pelos estagiários de forma inventiva durante a produção e aplicação de suas propostas educacionais. O uso da robótica pelos estagiários foi significativo para o desenvolvimento de ações e práticas de Educação Matemática Inventiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Addressing the problematic of how the Mathematics&#8217; trainees from a Degree Course developed and applied some educational proposals of mathematics with the use of robotics emerged from our doctoral research what we call as Inventive Mathematical Education. In this context, we reveal in this article how the trainees collectively developed some educational proposals, according to the perspective of Inventive Mathematical Education, from the construction and programming of three robots, denominated as: Line Follower Robot, Forklift Robot and Separator Robot. During the research, the trainees made use of these robots for the purpose of developing educational proposals and applying them in two camp schools of the public-school system. The educational proposals developed collectively by the trainees with the use of robotics from the specific learning needs of each class of students, later they were applied in the field schools of the stage. We found during experiments in the space-time of the teaching-stage that robotics was used by the trainees in an inventive way during the production and application of their educational proposals. The use of robotics by trainees was significant for the development of actions and practices of Inventive Mathematics Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Al abordar la problemática orientada a la manera como los pasantes de un Curso de Licenciatura en Matemáticas desarrollaron y aplicaron algunas propuestas educativas de matemáticas con el uso de la robótica, emergió de nuestra investigación de doctorado lo que denominamos Educación Matemática Inventiva. En este contexto, revelamos en el presente artículo, como los pasantes desarrollaron colectivamente algunas propuestas educativas, según la perspectiva de la Educación Matemática Inventiva, a partir de la construcción y programación de tres robots, denominados como: Robot Seguidor de Línea, Robot Apiladora y Robot Separador. Durante la investigación los pasantes hicieron uso de estos robots con el propósito de desarrollar propuestas educativas y aplicarlas en dos escuelas-campo de práctica de la red pública de enseñanza. Las propuestas educativas fueron desarrolladas colectivamente por los pasantes con el uso de la robótica a partir de las necesidades específicas de aprendizaje de cada clase de alumnos, posteriormente fueron aplicadas en las escuelas-campo de práctica. Constatamos durante las experiencias ocurridas en el espacio-tiempo de la etapa- docencia, que la robótica fue utilizada por los pasantes de forma inventiva durante la producción y aplicación de sus propuestas educativas de matemáticas. El uso de la robótica por los pasantes fue significativo para el desarrollo de acciones y prácticas de Educación Matemática Inventiva.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Matemática Inventiva]]></kwd>
<kwd lng="pt"><![CDATA[Robótica]]></kwd>
<kwd lng="pt"><![CDATA[Propostas educacionais de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Estágio]]></kwd>
<kwd lng="en"><![CDATA[Inventive Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Robotics]]></kwd>
<kwd lng="en"><![CDATA[Mathematical educational proposals]]></kwd>
<kwd lng="en"><![CDATA[Internship]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática Inventiva]]></kwd>
<kwd lng="es"><![CDATA[Robótica]]></kwd>
<kwd lng="es"><![CDATA[Propuestas educativas de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Pasantía]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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