Banca de DEFESA: MATEUS AMARAL SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MATEUS AMARAL SANTOS
DATE: 28/08/2026
TIME: 14:00
LOCAL: Sala de Videoconferência da Biblioteca
TITLE:

“Robótica Educacional e Programação em Blocos no Ensino da Trigonometria: Uma Proposta Construcionista para o Ensino Médio”.

KEY WORDS:

Mathematics Education; Educational Robotics; Block-Based Programming; Trigonometry; Computational Thinking.

PAGES: 72
BIG AREA: Ciências Exatas e da Terra
AREA: Matemática
SUMMARY:

The growing incorporation of digital technologies into educational contexts, reinforced by the Brazilian National Digital Education Policy (PNED) and the National Common Core Curriculum (BNCC), has demanded new pedagogical practices in Mathematics education. At the same time, Trigonometry remains one of the most challenging contents in basic education and the integration between Educational Robotics (ER) and block-based programming is still scarcely explored in the Brazilian context. In this scenario, this dissertation aims to analyze how the integration of ER and block-based programming can contribute to Mathematics teaching in upper secondary education, in the light of Papert’s Constructionism, seeking to understand both the possibilities of integrating these technologies for the development of logical reasoning and their contributions to Trigonometry learning. The research adopts a qualitative approach and is organized into two articles and an educational product. The first article, of an exploratory nature, is based on documentary analysis of PNED, BNCC, and theoretical references, investigating possibilities of integration between Mathematics, block-based programming, and ER for the development of logical reasoning. The second article adopts an empirical and participant design and consisted of the design, development, implementation, and evaluation of a workshop composed of three experimental sessions focused on the Pythagorean Theorem, the Law of Sines, and the Law of Cosines, carried out with eight third-year upper secondary students from a public school in Luís Eduardo Magalhães, Bahia, using field notes, audiovisual records, and task resolutions as data collection instruments. The results indicated that the integration of these technologies fosters engagement, motivation, and the construction of trigonometric concepts, promoting a shift from an exclusively algebraic approach to a relational understanding of mathematical objects, mobilizing the four pillars of Computational Thinking and converting errors into opportunities for active reconstruction of knowledge under teacher mediation. Progress in accuracy rates was also observed across the three experiments. It is concluded that the integration of ER and block-based programming, when intentionally and reflectively planned, constitutes a promising pedagogical strategy for teaching Trigonometry and results in a replicable didactic guide aimed at Mathematics teachers in basic education.

COMMITTEE MEMBERS:
Presidente - 1156249 - JAILSON FRANCA DOS SANTOS
Interno - ***.273.713-** - FRANCISCO DE PAULA SANTOS DE ARAÚJO JÚNIOR - IFBA
Externa ao Programa - 1110438 - LUANA DA FRANCA VIEIRA - UFOB