The transformations that affect man throughout his history show his cognitive development
through the construction of artifacts. Realizing man's dominance over the elements of nature
and the gradual improvement of these processes, shows how much construction techniques
impact technologies, and consequently, affect man. In this intrinsic relationship between man
and nature, personal and social development can be seen. However, this development does not
occur homogeneously and generates plural societies with discrepancies in technological
knowledge. This scenario, defined by irregular technological progress, commands for urgent
solutions based on educational processes, in order to propose cognitive and social development
obeying the dynamism of technological aspects. Harari (2018) said that man does not
understand digital technologies in their entirety, hence the question: How to appropriate these
technological resources? Based on the maker mentality, in the vision of Seymour Papert and
Dale Dougherty, seeks to rescue the builder man, and thus, activate primitive instincts driven
by curiosity and creativity. Maker Culture promotes teaching in a fun, challenging and
enjoyable way. As a teaching resource, Educational Robotics is used, which offers creative and
differentiated activities encouraging innovation. The construction of robotic projects is a
strategy that allows the inclusion of the Programming Language and the pillars of
Computational Thinking, from the perspective of Jeannette Wing and Christian Brackmann. In
this way, different aspects are developed in parallel in the cognitive, social, psychomotor,
affective fields and, mainly, the development of skills and competencies specific to
Computational Thinking. Therefore, this research follows the guidelines provided by the BNCC
and the PCN for High School, the target audience to be reached, with a view to achieving an
emancipatory and necessary education in the current technological society. As a product
resulting from this practice, a robotic kit was developed, which presents the creation of its parts
adaptable to different materials and seeks to reach a diverse audience. The teaching guide was
created based on the thoughts of Zabala (2014), which helps learning by reformulating its
contents – Conceptual, Procedural and Attitudinal – which are in line with what is proposed by
the Educational Robotics and Maker Culture approaches.
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