The manipulation of technological objects towards reworking them, rebuilding them and reinventing them to solve everyday problems, leads the student to exceed the user role of technology, becoming aware of this tool in all its aspects, including around their political and social dimensions. The educational robotics allows the elaboration of activities presented in the form of challenges that students should strive to solve. These challenges, when inspired by problems of their own school or neighborhood, make students feel participating, contributing to improving the quality of life in their surroundings. The use of educational robotics offers the student the opportunity to see their “invention” materialized into a finished product, encouraging him to “create” practical solutions to everyday problems. The student is led to experience ways of building knowledge in an interdisciplinary approach, that invokes not only the school teaching, but also additional knowledge in various fields. We address educational robotics as an effective approach in stimulating the autonomy and creativity of gifted children. These children often have a pattern of uneven intellectual development in relation to colleagues, which often becomes visible also emotionally, causing rejection and estrangement. On the other hand, the quickness in assimilating knowledge makes classroom routine exhausting and unexciting, often causing failure, boredom, conformity and school dropouts. Feeling apart in collective environments, the gifted student tends to deny skills, what entails behavioral and psychological problems. It is a complex situation that demonstrates the need for teacher and family be prepared to deal with these children, in order to validate and stimulate their skills and interests making them feel accepted and therefore apt to exploit their potential. Although recognized by Brazilian law No. 9394 of 1996 as a group in special education, there are still education professionals that disregard this students, which complicates its identification, resulting in the waste of talent. This project addresses the effectiveness of the use of robotics in encouraging autonomy and creativity of the student, so in order to validate and stimulate their skills and interests making the school routine welcoming to these students.

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Educational robotics and inclusion of gifted students
A challenge in school routine

Eduardo Erick de Oliveira Pereira   Universidade Federal Fluminense, Brazil

Cristina Delou   Universidade Federal Fluminense, Brazil

Isabel Cafezeiro   Universidade Federal Fluminense, Brazil

The manipulation of technological objects towards reworking them, rebuilding them and reinventing them to solve everyday problems, leads the student to exceed the user role of technology, becoming aware of this tool in all its aspects, including around their political and social dimensions. The educational robotics allows the elaboration of activities presented in the form of challenges that students should strive to solve. These challenges, when inspired by problems of their own school or neighborhood, make students feel participating, contributing to improving the quality of life in their surroundings. The use of educational robotics offers the student the opportunity to see their “invention” materialized into a finished product, encouraging him to “create” practical solutions to everyday problems. The student is led to experience ways of building knowledge in an interdisciplinary approach, that invokes not only the school teaching, but also additional knowledge in various fields. We address educational robotics as an effective approach in stimulating the autonomy and creativity of gifted children. These children often have a pattern of uneven intellectual development in relation to colleagues, which often becomes visible also emotionally, causing rejection and estrangement. On the other hand, the quickness in assimilating knowledge makes classroom routine exhausting and unexciting, often causing failure, boredom, conformity and school dropouts. Feeling apart in collective environments, the gifted student tends to deny skills, what entails behavioral and psychological problems. It is a complex situation that demonstrates the need for teacher and family be prepared to deal with these children, in order to validate and stimulate their skills and interests making them feel accepted and therefore apt to exploit their potential. Although recognized by Brazilian law No. 9394 of 1996 as a group in special education, there are still education professionals that disregard this students, which complicates its identification, resulting in the waste of talent. This project addresses the effectiveness of the use of robotics in encouraging autonomy and creativity of the student, so in order to validate and stimulate their skills and interests making the school routine welcoming to these students.

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