Maker movement and educational robotics in Brazil: from legislation to emerging practices in the school environment
Ana Carolina Carius, Felipe de Oliveira Baldner · 2024
This work has, as its object of study, the implementation of the new high school (or secondary education) in Brazil, with a focus on the insertion of computational robotics, programming, and maker activities in each of the 26 states of the federation. As a general objective, we intend to evaluate the influence of the maker movement in the STEM area in Brazilian high schools, with a focus on the development of computational thinking in students, based on approaches in computational robotics. A mixed qualitative and quantitative study was carried out where, from a qualitative point of view, research was conducted on the state resolutions that guided the choice of the so-called learning paths and their implications in computational robotics. From a quantitative perspective, a study is presented based on data from the 2023 School Census, which aggregates all Brazilian schools. It was then verified the presence or absence of adequate infrastructure for the installation and operation of activities involving computational robotics in Brazilian schools. It is concluded that there are innovative initiatives aimed at expanding activities involving computational robotics at the high school level in Brazilian schools, although there is still a lack of significant investment in school infrastructure to accommodate this new moment in education in technology and innovation in Brazil.