Abstract
This article refers to research guided by the proposition of educational robotics as pedagogical interdisciplinary practical alternative constituent to traditional teaching curricula. Admitting that educational robotics has the potential to make the student producers and not just consumers of digital technology, and the teacher protagonist in the processes of (re) of the practice building, the goal is to evaluate the possibility of robotics in school to present, no as another strategic action instrument, but as an opportunity to interact with technology in a list of construction and reconstruction practices. The research included a literature and also with a field survey obtained through experience at school and reports of teachers. The data obtained allow us to state that robotics in school can be accepted as an interdisciplinary practice.
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