The constant transformation of society can be attributed to the digital technological evolution,
of which the current generation enjoys the benefits, but also suffers from the burden. This
burden is caused by different aspects, ranging from the lack of access to technological resources
such as the difficulty in handling them. When recognizing this difficulty, the thesis is defended
that, both technological inclusion and the development of skills to use them, must pass through
School Education. In this sense, the South African mathematician and computer scientist
Seymour Papert has advocated the use of digital technological resources as tools to enhance
learning since the 1960s. His work, with the computer and “objects of thinking with”,
culminated in the development of learning theory called Constructionism, and at the birth of
what is currently known as Educational Robotics (RE). When observing RE as one of the main
technological resources present in the current school, this research based on Papert's theory of
Constructionism was developed with the objective of identifying which are the proximity of
Educational Robotics practiced in the SESI school in Araguaína with Constructionism. With a
qualitative approach and adopting the Case Study as a research method, the following units of
analysis were defined: The Constructionist Learning Environment (ACA); The Teacher Learning Objects-Student interaction built at the ACA, and; The Affectivity raised in the ACA.
Based on the Constructionist theory, some theoretical patterns were identified: The formulation
of Micromonds for Mathematical Learning; Autonomous supervising professor and leading
student, and; Affective Learning; which were combined with the patterns evidenced in the data.
The evidence points to a proximity between theory and practice, when considering these
aspects, in which the construction of scientific-technological-mathematical knowledge can be
seen with the development of activities that include the construction, programming and
presentation of robots. It is concluded that the RE activities under study, have their points of
intersection with Constructionism and that in these points the learning happens in an affective
way, with the student as protagonist of the learning.
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