Garcia, Luciane Terra dos SantosOliveira, Denilton Silveira de2022-05-182022-05-182022-02-25OLIVEIRA, Denilton Silveira de. Formação continuada em robótica educacional: implementação de uma política pública na rede municipal de Natal. 2022. 311f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2022.https://repositorio.ufrn.br/handle/123456789/47221This thesis has as a point of convergence issues related to the continuing education of teachers in educational robotics, known as FOCORE. As a result, issues related to continuing teacher education policies, with an emphasis on the use of educational robotics, are addressed here. The interdisciplinarity, as a recurring consequence, of the pedagogical activities mediated by robotic technologies received, equally, deserved attention. Its object of study was FOCORE, and the questions that guided it were: The continuing education of teachers in educational robotics, following a curriculum focused on learning robotics as a pedagogical resource, proved to be effective as a structuring step in the implementation of the public policy of implementation of educational robotics in schools in the municipal education network of Natal? Did this training provide interdisciplinarity in the work developed by the teachers during the pedagogical workshops? Therefore, its main objective was to analyze the continuing education of teachers in educational robotics, based on robotics as a pedagogical teaching resource, as a structuring part of the public policy for the implementation of robotics in schools in the municipal education network of Natal, from the perspective of promote interdisciplinarity. This research presents methodological characteristics of an action research in function of the adopted methodological procedures; it is applied research as to its nature; and constitutes qualitative research in relation to its approach. The qualitative instruments for data collection focused on participant observation, questionnaires with open and closed questions, document analysis and video recordings. Bibliographic and documental research were used to theoretically support the assumptions of this study. FOCORE, as an action research intervention, object of this study, took place from the project to implement a public policy aimed at the implementation of educational robotics within the municipal education network of NatalRN, conducted by the SME, in partnership with UFRN and mediated by the NTE of Natal. It is an extension course that involved twenty-four teachers, twenty of whom come from five schools in the municipal education network in Natal, and four from the NTE of Natal. As a result of this work, it was concluded that its central objective was achieved. During the practical application of the knowledge collectively built throughout the training process provided in FOCORE, materialized in the pedagogical workshops, the team of teachers involved planned a workshop where they applied robotics, as a pedagogical resource, in the mediation of the teaching and learning process of curricular contents, with the students of their respective classes, promoting interdisciplinarity. In this process, FOCORE proved to be effective as a structuring component of the public policy for implementing educational robotics in participating schools. Although FOCORE, as the research object of this work, was completed in the training experience that took place in the second half of 2019, its new versions will continue to support the policy of implementing educational robotics within the Municipality of Natal, as provided for by Law nº 0588/ 2019. FOCORE, object of study of this thesis, is the starting point and guideline for new formative experiences in educational robotics. The gains and achievements resulting from this research work are relevant and very significant, both for teachers and students, reflecting directly on the quality of education.Acesso AbertoFormação continuada de professoresInterdisciplinaridadeRobótica educacionalPolítica públicadoctoralThesis