Banca de DEFESA: CLAUDIA JULIETTE DO NASCIMENTO ARAÚJO MAIA
Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.STUDENT : CLAUDIA JULIETTE DO NASCIMENTO ARAÚJO MAIA
DATE: 07/07/2026
TIME: 09:00
LOCAL: Auditório 01 do NEPSA II
TITLE:
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KEY WORDS:
Educational Robotics; Public Policies; Basic Education; Natal/RN; Historical Dialectical Materialism.
PAGES: 352
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:
This thesis analyzes the implementation of Educational Robotics (ER) in the municipal school network of Natal/RN, following the enactment of Law nº 588/2019, conceived as a state public policy. Grounded in historical-dialectical materialism, the research investigates educational robotics as a formative strategy that unfolds within a field of macro- and micro-political disputes, shaped by the influence of multilateral organizations, neoliberal and neoconservative reforms, as well as by local resistances in the construction of a critical and emancipatory education. The study is based on the understanding that state policies are characterized by continuity and institutionalization, differing from government policies, and seeks to show how the integration of ER is articulated with the National Common Curricular Base, the National Digital Education Policy, and recent federal programs, situating Natal’s experience in a national and global context of curricularization of computing and digital technologies. To this end, qualitative methodological procedures were mobilized, including documentary, bibliographic, and empirical analysis within the legislative and executive spheres of the municipality, encompassing the five public schools that took part in the pilot implementation process, as well as an examination of budgetary and pedagogical planning instruments of the Municipal Government of Natal and the Municipal Department of Education. The results demonstrate that, although the policy represents a normative and institutional advance, its effectiveness faces structural limits, such as a lack of teacher training, precarious infrastructure, discontinuity of funding, and risks of privatization stemming from public-private partnerships. On the other hand, pedagogical potentials are identified in interdisciplinarity, the development of computational thinking, and the integral formation of students when robotics is critically integrated into the curriculum. The study concludes that ER in Natal stands as a singular experience of state public policy in education, situated between the reproduction of the demands of capital and the possibility of social emancipation, reaffirming the importance of understanding education as a field of historical contradictions and struggles for hegemony.
COMMITTEE MEMBERS:
Externa à Instituição - MILENA FARIA PINTO - CEFET/RJ
Externa à Instituição - AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI - UFERSA
Externo ao Programa - 2459504 - AQUILES MEDEIROS FILGUEIRA BURLAMAQUI - nullInterno - ***.248.414-** - DANTE HENRIQUE MOURA - IFRN
Externa ao Programa - 1164161 - IRENE ALVES DE PAIVA - nullPresidente - 1646204 - LUCIANE TERRA DOS SANTOS GARCIA
Externo à Instituição - SEBASTIÃO EMÍDIO ALVES FILHO - UERN