Mediação da transição escolar por meio das atividades de estudo em casa apoiadas por novas tecnologias

Abstract

The period of transiction among elementary school educational levels are vital stages which envolve students' adaptation into the school environment and their homes. In the school where this research was developed, this phenomenon accounts for serious problems early the school year in sixth grade classes. Classroom activities deserve attention in order to keep students as much time as possible in touch with subjects delivered in class. Therefore, their performance improves a lot and it optimizes the teachers' work. The teachers realize a poor interest when students take school activities home. The present research focuses on Vygotsky's interaction and intermediation process and the Zone of Proximal Development (ZPD), delimited by the capacity of solving problems with a more experienced peer's help. Within this context, a Virtual Learning Environment (VLE) was developed, which makes available an Educational Chatterbot highlighting concepts of ecology. Chatterbots are programmed robots who simulate a conversation in order to get the interlocutor into thinking that he is talking to another human being. That was an effective tool to the students' consultation in the public schools extra-curricular shift, bringing down difficulty when it comes to doing school activities. This technological tool introduces the new school and highlights concepts of ecology. A review of Educational Chatterbot literature in the past ten years was made aiming at giving a contribution to the Chatterbot of this research. The methodology chosen was a Case Study of the types: Descriptive and Explanatory, the method is Qualitative/Quantitative. The analysis of content of Bardin was chosen because the object of study was the record itself, with questionnaires, semi-structured interviews in order to analyze data, speeches, school document analysis and data collect videos. The research was conducted in a Municipal System School in a city located in the state of Amazonas, in the school year of 2019. The Triangulation Technique was used aiming at getting distinct views on the results achieved. Twenty-nine students of sixth grade, aged ten and twelve, their parents and teachers of Portuguese language, Science and Mathematics took part in the research. Here are the results achieved: 26 students with good performance and three with poor performance, positive recognition on part of the teachers and parents regard the intelligent technology adopted in the research and its efficacy to help students pass from Elementary School 1st to the 2nd. To end, we hope that more students can make use of the tool described in this research (Madrebot) to make easy students' adaptation into the new study environment.