Uma experiência de utilização da robótica educacional como provocadora do estado de flow visando potencializar a capacidade de resolução de problemas e a criatividade

Abstract

The present research aims to understand the potential of Educational Robotics to provoke FLOW experiences, founded by Mihaly Csikszentmihalyi, aiming to develop creativity. The instruments of research were the observation, audio and video recording, the application of psychological tests and focus groups, during the execution of 14 workshops of Educational Robotics in a class of 8º fundamental year, using problem-based learning - PBL. After analyzing the ESM - Experience Sample Method, it was possible to identify FLOW's autotelic experiences, and through audio and video recording, identify the participants hypothesis inference processes were analyzed in relation to the phases of John Dewey's reflective thinking. It was made analyzes from workshops and students, as well as the detailing of the videos and focus groups, resulting in the identification of potentialities and fragilities of the methodology, proposals for improvements and adjustments in material and technology, as well as the identification of the most assertive problem-solving strategies used by students. Also, the application of the TCFI - Teste de Criatividade Figural Infantil (Children's Figural Creativity Test), pointed out the students evolution in all creative characteristics evaluated, with great emphasis on the “extension of the limits” and “originality”. Finally, the analyzes point to the methodology created and Educational Robotics as a set of high potential to promote reflexive thinking and FLOW's autotelic experiences, developing the creativity.