EDUCATIONAL ROBOTICS IN BRAZIL: A HISTORICAL ANALYSIS IN LIGHT OF CONSTRUCTIONISM

Abstract

This article aims to analyze the emergence and historical evolution of Educational Robotics (ER) in Brazil, highlighting its theoretical foundations — especially Constructionism — and the conditions that marked its insertion into the educational context. The research is characterized as qualitative, historical-documentary in nature, with a descriptive-analytical objective, based on a bibliographic and documentary review involving academic productions, institutional documents, legislation, and historical records of initiatives and policies related to ER. A chronological framework was developed to systematize the main events associated with the development of ER in the country. Data analysis was conducted using the thematic analysis technique, guided by historical-educational categories constructed in light of the constructionist framework proposed by Seymour Papert. The results show that ER in Brazil developed in a non-linear manner, going through an initial phase linked to educational computing and the LOGO language, a transition phase marked by the incorporation of kits and physical devices, a period of academic consolidation and popularization, and, more recently, attempts at institutionalization through public policies. It is concluded that, despite the advances, the insertion of ER remains marked by fragmented actions, indicating the need for articulated educational policies grounded in consistent pedagogical conceptions.