This dissertation represents research on the use of Pedagogical Robotics, as an auxiliary tool in the discipline of science, which was developed at the Municipal Education Network of Santo Antônio do Tauá - Pará. The theme was born from the experience and concern of the teacher regarding the use of technologies within the school environment, especially in elementary school science classes in the final years. For this research it was using the arduino educational kit together with the Ardublockly platform, it was observed and found that robotics is an essential instrument for the development of the student in an efficient way, exploring skills such as reasoning, cooperation, creative innovation, playfulness and interdisciplinarity, substantial elements in the current school. In addition, a relationship was established between the activities of pedagogical robotics and the assumptions of the ludic in education, since the proposed robots become toys during the activities. This highlights the need to encourage the creative-scientific study of Pedagogical Robotics, as a significant educational activity in science classes, through an educational curriculum that integrates it. With that, an analysis was developed on the importance of Pedagogical Robotics as a didactic resource in science classes in correlation with playfulness in the classroom, using the Arduino platform (experiments) and Ardublockly (programming) as material instruments. The research produced an e-book with Robotics activities, explanatory videos on the Youtube platform and activities with simulations through Tinkercard. The pillars of this research are based on Seymour Papert with the theory of constructionism, the connectivism of George Siemens and Stephen Downes, in addition to the active methodologies. Corroborating these emerging theories, it is believed that Pedagogical Robotics in the school environment is a great ally for Education 4.0, strengthening the construction of knowledge and an interdisciplinary way of teaching.
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