Educational collaboration: a methodological proposal for teaching and research based on pedagogical robotics, genetic epistemology and liberating education

Abstract: This paper discusses different meanings of collaboration and cooperation based on Piagetian and Freirean concepts among others. We also present a proposal for resignification of these terms in education, which resulted in two processes: educational collaboration and educational cooperation. By combining educational collaboration with pedagogical robotics, university students and a professor started with the context of civil construction to design a robot that was able to identify electrochemical corrosion in concrete structures. Two categories emerged from this process (questions and suggestions) and were analyzed in their form and content through a scientific research method proposed in three stages, based on educational collaboration: hierarchical ratio, categorical ratio and subcategorical qualitative analysis. The educational collaboration culminated in collaborative learning and proved to be a contextualized teaching method in which there is active student participation. Collaborative learning was evidenced by joint construction of knowledge to construct the robot, a result of the rebalance between individual and social factors.

摘要：本文基于皮亚杰（Piaget）、弗莱雷（Freire）的理论视角，探讨了协作（collaboration）与合作（cooperation）的不同内涵。此外，本文提出了教育领域中这两个术语的重新界定方案，由此衍生出教育协作与教育合作两大过程。将教育协作与教学机器人学（pedagogical robotics）相结合后，大学生与一名教授以土木工程场景为依托，设计出一款可识别混凝土结构电化学腐蚀的机器人。该过程衍生出问题与建议两大类别，并基于教育协作框架，采用分三阶段提出的科学研究方法对其形式与内容展开分析，该方法涵盖层级比率分析、类别比率分析与子类别定性分析。教育协作最终导向协作式学习，且被证实为一种可实现学生主动参与的情境化教学方法。协作式学习体现为师生共同构建知识以完成机器人研发，这一成果源于个体因素与社会因素间的重新平衡。