<?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>S1676-25922023000100229</article-id>
<article-id pub-id-type="doi">10.20396/etd.v25i00.8666385</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRÁTICAS PEDAGÓGICAS COM ROBÓTICA EDUCACIONAL NOS ANOS INICIAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[PEDAGOGICAL PRACTICES WITH EDUCATIONAL ROBOTICS IN THE ELEMENTARY SCHOOL]]></article-title>
<article-title xml:lang="es"><![CDATA[PRÁCTICAS PEDAGÓGICAS CON ROBÓTICA EDUCATIVA EN LA EDUCACÍON PRIMARIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kaminski]]></surname>
<given-names><![CDATA[Márcia Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boscarioli]]></surname>
<given-names><![CDATA[Clodis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná Instrutora de Informática na Rede Municipal de Cascavel ]]></institution>
<addr-line><![CDATA[Cascavel PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922023000100229&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922023000100229&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922023000100229&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Atividades de Robótica nos ambientes escolares têm sido alvo de discussão e investigação no âmbito das tecnologias digitais na educação. Todavia, são poucos os contextos que conseguiram implementar essas atividades como parte de seus Projetos Políticos Pedagógicos, de modo a desenvolvê-las sob uma perspectiva de progressão e continuidade dos conceitos, sendo a maior parte dos artigos publicados, experiências pontuais e trabalhos de curta duração. Nesse sentido, este artigo descreve os resultados de um estudo de caso realizado em uma escola pública, que atende estudantes do Ensino Fundamental I, pioneira na sua rede de ensino a implementar a Robótica Educacional. O estudo de caso realizado teve por objetivo apresentar as práticas pedagógicas desenvolvidas com Robótica Educacional e indicar caminhos e possibilidades para a implementação dessas atividades. As práticas iniciadas, em 2015, continuam em andamento na perspectiva de desenvolvimento de criatividade, autonomia e habilidades socioemocionais, e têm servido como referência para a implementação da Robótica em outras unidades de ensino. Os resultados apontam que é possível realizar um trabalho investigativo e colaborativo na perspectiva de progressão dos conceitos de mecânica, eletrônica e programação, no qual o estudante é o protagonista.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Robotics activities in school environments have been the subject of discussion and research of digital technologies in education. However, there are few contexts that have managed to implement these activities as part of their Political Pedagogical Projects, in order to develop them under a perspective of progression and continuity of concepts, with most of the articles published punctual experiences and short-term works. So, this paper describes the results of a case study carried out in a public school that attends elementary school students, a pioneer in its teaching network to implement Educational Robotics. The case study carried out aimed at presenting the pedagogical practices developed with Educational Robotics and indicating ways and possibilities for the implementation of these activities. The practices started in 2015 continues with the perspective of developing creativity, autonomy, and socio-emotional skills, and has served as a reference for the implementation of Robotics in other teaching units. The results indicate that it is possible to implement an investigative and collaborative work in the perspective of progressing the concepts of mechanics, electronics, and programming, in which the student is the protagonist.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las actividades de robótica en ambientes escolares han sido objeto de debate e investigación de tecnologías digitales en educación. Sin embargo, hay pocos contextos que han logrado implementar estas actividades como parte de sus Proyectos Político-Pedagógicos, con el fin de desarrollarlos bajo una perspectiva de progresión y continuidad de conceptos, con la mayoría de los artículos publicados experiencias puntuales y trabajos a corto plazo. Entonces, este documento describe los resultados de un estudio de caso llevado a cabo en una escuela pública que atiende a estudiantes de educación primaria, pionero en su red de enseñanza para implementar Robótica Educativa. El estudio de caso realizado tuvo como objetivo presentar las prácticas pedagógicas desarrolladas con la robótica educativa e indicar formas y posibilidades para la implementación de estas actividades. Las prácticas iniciadas en 2015 continúan con la perspectiva de desarrollar la creatividad, la autonomía y las habilidades socioemocionales, y han servido como referencia para la implementación de la robótica en otras unidades de enseñanza. Los resultados indican que es posible implementar un trabajo de investigación y colaboración en la perspectiva de progresar los conceptos de mecánica, electrónica y programación, en los cuales el estudiante es el protagonista.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Robótica pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Informática e educação]]></kwd>
<kwd lng="pt"><![CDATA[Prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Ensino fundamental]]></kwd>
<kwd lng="en"><![CDATA[Educational robotics]]></kwd>
<kwd lng="en"><![CDATA[Informatics and education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practices]]></kwd>
<kwd lng="en"><![CDATA[Elementary school]]></kwd>
<kwd lng="es"><![CDATA[Robótica educativa]]></kwd>
<kwd lng="es"><![CDATA[Informática y educación]]></kwd>
<kwd lng="es"><![CDATA[Prácticas pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[Educacíon primaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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