Educational robotics, active methodologies in early childhood and primary education: literature review and contemporary perspectives

Abstract

This article analyzes the contributions of educational robotics and active methodologies to learning in early childhood education and the initial years of elementary school, highlighting theoretical foundations, methodological approaches, and results from national and international research. Emphasizing the need for longitudinal studies on robotics in early education, a literature review was conducted based on classic and contemporary authors, including Papert, Piaget, Wing, Resnick, Bers, Bruner, and Johnson & Johnson, as well as recent Brazilian studies investigating the use of robotics in school contexts. The methodology consisted of a critical and integrative analysis of scientific works published between 2006 and 2024, including books, articles, theses, and curricular documents, with attention to empirical evidence related to children’s cognitive, linguistic, socio-emotional, and motor development. The results indicate that educational robotics fosters computational thinking, logical reasoning, problem-solving, creativity, and autonomy, while also promoting collaboration and emotional self-regulation. A strong convergence is observed between robotics and active methodologies, especially Project-Based Learning, Problem-Based Learning, and Collaborative Learning. The literature also shows alignment between robotics and BNCC competencies, with implementation possible through both plugged and unplugged practices. Despite significant advances, gaps remain in teacher training, assessment of computational thinking, and research conducted in small municipalities. The study concludes that educational robotics represents a promising path for improving pedagogical practices in early childhood and the early years of schooling, expanding opportunities for meaningful learning and reinforcing the importance of future research in the field.