This article presents an educational extension project focused on
introducing elementary school children to Educational Robotics
through a progressive learning pathway integrating digital literacy,
unplugged computing, and block-based programming using LEGO®
Mindstorms. Conducted as a qualitative applied field study, the project involved weekly in-person sessions developed in partnership
between a higher education institution and a public municipal
school. Data collection included systematic observations, field notes, and qualitative questionnaires answered by teachers and school
management. The results indicate advances in collaboration, autonomy, problem-solving, and students’ engagement with technology,
while also revealing challenges related to heterogeneity of prior digital experiences and time constraints inherent to school schedules.
The findings highlight the potential of project-based methodologies and robotics as meaningful tools for promoting computational
thinking and 21st-century competencies among young learners.