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Torneios internacionais de robótica e tecnologia : efeitos na autoestima, protagonismo e desempenho escolar de estudantes do ensino médio
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Este estudo apresenta um relato de experiência que descreve, sob a perspectiva dos gestores e professores de uma escola particular localizada na cidade de Petrópolis, no estado do Rio de Janeiro, a participação de seis alunos do Ensino Médio no evento internacional NASA Human Exploration Rover Challenge 2024. O estudo busca analisar os impactos dessa vivência no processo educativo e na formação integral dos estudantes, enfatizando o papel da escola e dos educadores na mediação pedagógica, na orientação técnica e no estímulo à aprendizagem significativa em torno de temas ligados à ciência, tecnologia, engenharia e matemática (STEM), à inteligência artificial e à exploração espacial. O objetivo geral desta pesquisa é compreender de que forma a participação em um evento internacional dessa magnitude, articulada a uma proposta educativa planejada e supervisionada pelos docentes e pela gestão escolar, pode favorecer o desenvolvimento de competências cognitivas, socioemocionais e tecnológicas, além de promover o protagonismo juvenil e fortalecer a cultura científica dentro da instituição. A metodologia adotada tem caráter qualitativo e descritivo, apoiando-se no relato de experiência como principal instrumento de coleta e análise de dados. Os resultados indicam que, sob a ótica dos educadores, a experiência promoveu um salto qualitativo nas práticas pedagógicas e na cultura institucional. A equipe docente relatou um fortalecimento do vínculo entre teoria e prática, além de uma reconfiguração da postura docente, que passou a assumir um papel mais orientador, colaborativo e investigativo. Gestores apontaram que o projeto contribuiu para consolidar uma identidade escolar voltada à inovação, estimulando a integração entre diferentes áreas do conhecimento e a valorização de projetos interdisciplinares. Observou-se também um aumento do engajamento discente, acompanhado de melhorias perceptíveis na autoestima, no senso de pertencimento e no interesse dos alunos por desafios científicos e tecnológicos. Também renova o sentido do trabalho docente, abrindo caminhos para uma educação mais conectada, motivadora e socialmente relevante.
This study presents an experience report that describes, from the perspective of school managers and teachers at a private school located in the city of Petrópolis, in the state of Rio de Janeiro, the participation of six high school students in the international event NASA Human Exploration Rover Challenge 2024. The study seeks to analyze the impacts of this experience on the educational process and on the students’ holistic development, emphasizing the role of the school and educators in pedagogical mediation, technical guidance, and the promotion of meaningful learning focused on themes related to science, technology, engineering, and mathematics (STEM), artificial intelligence, and space exploration. The general objective of this research is to understand how participation in an international event of such magnitude, articulated with an educational proposal planned and supervised by teachers and school management, can foster the development of cognitive, socio-emotional, and technological competencies, as well as promote youth protagonism and strengthen the scientific culture within the institution. The adopted methodology is qualitative and descriptive in nature, relying on the experience report as the main instrument for data collection and analysis. The results indicate that, from the educators’ perspective, the experience promoted a qualitative leap in pedagogical practices and institutional culture. The teaching team reported a strengthened connection between theory and practice, as well as a reconfiguration of the teaching posture, which began to assume a more guiding, collaborative, and investigative role. School managers pointed out that the project contributed to consolidating a school identity oriented toward innovation, stimulating integration among different areas of knowledge and valuing interdisciplinary projects. There was also an increase in student engagement, accompanied by perceptible improvements in self-esteem, sense of belonging, and interest in scientific and technological challenges. The experience also renewed the meaning of teaching work, opening paths toward a more connected, motivating, and socially relevant education.
This study presents an experience report that describes, from the perspective of school managers and teachers at a private school located in the city of Petrópolis, in the state of Rio de Janeiro, the participation of six high school students in the international event NASA Human Exploration Rover Challenge 2024. The study seeks to analyze the impacts of this experience on the educational process and on the students’ holistic development, emphasizing the role of the school and educators in pedagogical mediation, technical guidance, and the promotion of meaningful learning focused on themes related to science, technology, engineering, and mathematics (STEM), artificial intelligence, and space exploration. The general objective of this research is to understand how participation in an international event of such magnitude, articulated with an educational proposal planned and supervised by teachers and school management, can foster the development of cognitive, socio-emotional, and technological competencies, as well as promote youth protagonism and strengthen the scientific culture within the institution. The adopted methodology is qualitative and descriptive in nature, relying on the experience report as the main instrument for data collection and analysis. The results indicate that, from the educators’ perspective, the experience promoted a qualitative leap in pedagogical practices and institutional culture. The teaching team reported a strengthened connection between theory and practice, as well as a reconfiguration of the teaching posture, which began to assume a more guiding, collaborative, and investigative role. School managers pointed out that the project contributed to consolidating a school identity oriented toward innovation, stimulating integration among different areas of knowledge and valuing interdisciplinary projects. There was also an increase in student engagement, accompanied by perceptible improvements in self-esteem, sense of belonging, and interest in scientific and technological challenges. The experience also renewed the meaning of teaching work, opening paths toward a more connected, motivating, and socially relevant education.
Descrição
Dissertação de mestrado, Educação e Tecnologias Digitais, 2026, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Autoestima Robótica Metodologias de aprendizagem Educação STEM Dissertações de mestrado - 2026