LEARNING IN RECTILINEAR MOTION WITH ROBOTICS BASED ON THE HISTORICAL-CULTURAL THEORY OF ACTIVITY

Abstract

This article presents results from a master’s dissertation that aimed to investigate learning in Rectilinear Motion through the use of robotics, based on the Historical-Cultural Theory of Activity and the perspectives of Galperin, Talízina, and Majmutov. The study was conducted with 1st-year students of the New High School at the Centro de Educação do Trabalhador João de Mendonça Furtado – SESI/RR. The Activity of Student Problem Situations (ASPD) was used as a teaching methodology oriented toward problem solving. The methodological approach was mixed, with a predominant qualitative focus, and was carried out with ten students. The results indicate that the use of robotics associated with the ASPD favored the learning of Rectilinear Motion concepts, increased student engagement, and contributed to the development of the mental actions predicted by the theory.