As potencialidades dos chatterbots na educação sob a égide dos conceitos de extensionismo, ubiquidade e da pedagogia histórico-crítica
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Data
2019-02-14
Autores
Patricio, Thiago Seti
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho tem como objetivo realizar uma análise de aplicações de robôs de conversação (chatterbots) no campo da educação, bem como também propor uma modelagem metodológica conceitual para o desenvolvimento de bots educacionais baseada nas cinco fases da Pedagogia histórico-crítica. Para a confecção desta pesquisa, lançou-se mão à priori, de pesquisas bibliográficas, em especial livros, artigos científicos e reportagens que enfocam os conceitos em questão. Também foram realizadas pesquisas em torno de aplicações práticas das tecnologias abordadas no campo da educação, a fim de sustentar as teorias e ideias que permeiam o trabalho. Sequencialmente, o trabalho apresenta como resultados: um levantamento teórico prévio acerca de conceitos como Educação, Tecnologia, Pedagogia Histórico-crítica, Ubiquidade e Extensionismo; listagem das aplicações de chatterbots na educação; proposta de uma modelagem de desenvolvimento de agentes de conversação baseada na pedagogia explicitada por Dermeval Saviani. À posteriori, a ideia é dar seguimento à pesquisa epilogando com a proposta previamente referida, a fim de que todo desenvolvimento de chatterbot educacional esteja pautado por uma pedagogia crítica, que considere a prática social dos envolvidos, a sua problematização e a instrumentalização a partir dos conteúdos veiculados, colaborando para que ocorra nos usuários o processo de Catarse, ou seja, o processo de síntese que permite a formação e a consolidação da realidade concreta, culminando com a modificação do modo como as pessoas entendem e se relacionam com a prática social.
This work aims to perform an analysis of chatterbots applications in the field of education, as well as propose a conceptual methodological model for the development of educational bots based on the five phases of historical-critical pedagogy. For the preparation of this research, a priori, of bibliographical research, especially books, scientific articles and reports that focused on the concepts in question, was launched. Research was also carried out on the practical applications of the technologies in the field of education, in order to support the theories and ideas that permeate the work. Sequentially, the work presents as results: a previous theoretical survey about concepts such as Education, Technology, historical-critical pedagogy, Ubiquity and Extensionism; listing chatterbots applications in education; proposal of a model of development of agents of conversation based on the pedagogy explained by Dermeval Saviani. A posteriori, the idea is to follow up the research finishing with the previously mentioned proposal, so that all development of educational chatterbot is guided by a critical pedagogy, that considers the social practice of those involved, its problematization and the instrumentalization from the contents that have been conveyed, collaborating so that users can experience the Catharsis process, that is, the process of synthesis that allows the formation and consolidation of the concrete reality, culminating in the modification of the way people understand and relate to social practice.
This work aims to perform an analysis of chatterbots applications in the field of education, as well as propose a conceptual methodological model for the development of educational bots based on the five phases of historical-critical pedagogy. For the preparation of this research, a priori, of bibliographical research, especially books, scientific articles and reports that focused on the concepts in question, was launched. Research was also carried out on the practical applications of the technologies in the field of education, in order to support the theories and ideas that permeate the work. Sequentially, the work presents as results: a previous theoretical survey about concepts such as Education, Technology, historical-critical pedagogy, Ubiquity and Extensionism; listing chatterbots applications in education; proposal of a model of development of agents of conversation based on the pedagogy explained by Dermeval Saviani. A posteriori, the idea is to follow up the research finishing with the previously mentioned proposal, so that all development of educational chatterbot is guided by a critical pedagogy, that considers the social practice of those involved, its problematization and the instrumentalization from the contents that have been conveyed, collaborating so that users can experience the Catharsis process, that is, the process of synthesis that allows the formation and consolidation of the concrete reality, culminating in the modification of the way people understand and relate to social practice.
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Palavras-chave
Chatterbots, Educação, Pedagogia histórico-crítica, Extensionismo, Tecnologia, Education, Historical-critical pedagogy, Extensionism, Technology