This paper presents the results of the extension project with interface the research “Robotics and Social Inclusion: Technology and Accessibility Applied to Teaching”, in which the primary objective was to establish a dynamic of interaction with the exter

Abstract

This paper presents the results of the extension project with interface the research “Robotics and Social Inclusion: Technology and Accessibility Applied to Teaching”, in which the primary objective was to establish a dynamic of interaction with the external community of UFSJ offering introduction to robotics classes to elementary and high school students of public schools in São João del Rei that achieved a low result on ENEM. This work also includes students with disabilities from these regular educational institutions. In total, eight schools participated in this project, and among the students there were four deaf, one schizophrenic, one with a sprinkle syndrome and one with intelligence deficit. The hypothesis put in check in this project was whether in heterogeneous group individual qualities of each element would stand out, for the good of the group, in detriment of their physical or cognitive limiting. Activities were developed to reach this purpose with the aim to offer more interaction and group work among students during the classes. In the end it was proposed the evaluation of the project based on discussions concerning the observations made by the robotic course instructors (Electric Engineering Students), Psychology students that accompanied the classes and professors who guided the project. Thus, in relation to the hypothesis that was primary in the project, after the systematic analysis of discussions and questionnaires by the Electrical Engineering and Psychology students and professors, it was concluded that the students’ team work overcame their physical and cognitive limitations.