O Desenho Universal para Aprendizagem na Robótica Educacional: Estratégia de Ensino para a Inclusão Escolar

Abstract

In this study, we investigated Universal Design for Learning (UDL) in educational robotics as a teaching strategy for inclusive education. Our overall objective was to analyze strategies and possibilities for using Educational Robotics in mainstream classrooms from the perspective of UDL, emphasizing its Constructivist aspects to strengthen inclusive practices among teachers in public schools. To achieve this, we formulated the following specific objectives: Identify how Educational Robotics can contribute to interdisciplinary teaching for educators and transfer this knowledge to any curricular subject in basic education from an inclusive perspective; Map teaching strategies mediated by pedagogical robotics and their implications for teachers’ practices to promote student inclusion in regular classrooms; Develop an educational product that encompasses didactic strategies using robotics in the classroom, with the purpose of planning, constructing, and enhancing teaching and learning situations. The research was conducted using action research methodology, and data were interpreted through the lens of Laurence Bardin’s Content Analysis theory (2015). The study followed these stages: Preliminary phase: Literature review, drawing on works by Zerbato (2018), Böck, Gesser, Nuemberg (2018), Heredero (2020), Mendes (2021), Mendoza (2022), among others. Ethical procedures: Participant selection and approach, formal invitations, data collection, and analysis. The data collection instrument was an online forum hosted on the Virtual Learning Environment at IFRO Campus Ji-Paraná during the course “Creative Processes with Open Robotics.” Through this forum, we posed the thought-provoking question II: “Teaching Strategies for Educational Robotics from the Perspective of Universal Design for Learning (UDL).” We collected responses from teachers who agreed to participate in the study. Achieved Results: It is possible to envision an educational landscape where educational robotics becomes a common and essential tool in classrooms, considering the widespread adoption of technology in society. In summary, the knowledge acquired and the practices developed and suggested by teachers can extend beyond their own classrooms, positively influencing educators from different fields. We hope that this educational product will empower teachers to become change agents in their schools, promoting a more inclusive and high-quality education for all.