ENVIRONMENTAL CURRICULUM AND SUSTAINABLE EDUCATIONAL ROBOTICS: INTERFACES FOR INNOVATIVE PEDAGOGICAL PRACTICES

Abstract

This study aims to analyze the interfaces between the environmental curriculum and the integration of Sustainable Robotics as a strategy for developing innovative pedagogical practices. It is a qualitative study based on a literature review and documentary research, complemented by the analysis of tables, graphs, photographic records, and newspaper reports, enabling data triangulation (Gil, 2008; Gerhardt; Silveira, 2009). The findings indicate that the articulation between the environmental curriculum and Educational Robotics enhances innovative pedagogical practices, although structural, technological, and teacher training challenges still persist within the school context. It is concluded that this is an emerging field of study that requires further theoretical development and additional research to broaden, deepen, and critically examine the issues discussed, thereby contributing to the advancement of knowledge on the subject.