ADOLESCENTS AND ROBOTICS: PERSPECTIVES ON AUTHORSHIP AND POSSIBLE KNOWLEDGE

Abstract

This paper presents the results of a doctoral research from a clinical psychopedagogy approach, with a psychoanalytic basis, and from the perspective of the relationship with knowledge, aimed at understanding the relationships between high school students —who participate in robotics workshops and programming— with technologies and learning. The result analysis allows us to reach conclusions in relation to learning and knowledge building, where recognition in relationships contributes to strengthening the bonds among students with their peers, teachers and educational paths.