2025-07-012025-07-012025-06-01SILVA, Márcio Mauri Araújo da. Robótica educacional sustentável como estratégia de inclusão: um relato de experiência no Programa Residência Pedagógica e suas contribuições para a formação de professores de Física. Orientadora: Janes Kened Rodrigues dos Santos. 2025. 56 f. Trabalho de Curso (Licenciatura em Física) – Campus Universitário de Ananindeua, Universidade Federal do Pará, Ananindeua, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8358. Acesso em:.https://bdm.ufpa.br/handle/prefix/8358This work was developed based on my experience as a scholarship recipient of the Pedagogical Residency Program (PRP) at the state public school Profa. Zulima Vergolino Dias, located in Pará, Brazil, where I carried out various activities between 2022 and 2024. Aiming to report on my didactic-formative experience as a resident, this paper emphasizes specific actions from the Educational Robotics Project developed with the students, focusing on the intersection of technology, engineering, sustainability, and inclusion, and highlighting how this immersion played a crucial role in my teacher training as a future physics educator. The implementation of the PRP at the partner school included lectures, student mentoring, construction of robots using alternative materials, creation of an educational booklet, participation in scientific events, and other tasks inherent to classroom teaching—such as lesson planning, worksheet production, and grading. In this context, the collaboration among teachers, residents, and students—each with their unique contributions—enriched the classroom dynamics and fostered practical teaching skills, especially in dealing with challenges such as adapting activities and creatively managing limited resources. A special emphasis was placed on the inclusion of students with Autism Spectrum Disorder (ASD), which required flexible planning and carefully adapted instructional strategies. As a result, the project led to meaningful moments, the first being the “Ananin Rocket Festival: PET Bottle into Space,” which reinforced the themes of sustainability and inclusion. The second highlight was the production of an instructional educational resource on robotics, designed to be used in class to introduce fundamental robotics concepts. This material was published on the EduCAPES online platform. Furthermore, the Sustainable Robotics project had a positive impact on students' development of technical skills and environmental awareness—including those with special educational needs (SEN)—as evidenced by the quality of the prototypes created and presented at the 26th Pan-Amazon Book and Multivoice Fair in the State of Pará. These actions enabled the articulation of Science, Technology, and Society (STS), promoting personalized learning and the development of essential 21st-century skills. Ultimately, the project made the foundations of Educational Robotics more accessible and engaging, preparing students for the demands of the digital age. It emerged as an innovative pedagogical strategy that integrates technology, sustainability, inclusion, and interdisciplinarity, while also strengthening teacher education in physics.Acesso AbertoRobótica educacionalEducação InclusivaSustentabilidadeTecnologiaEnfoque CTSEducational roboticsInclusive EducationSustainabilityTechnologyCTS ApproachCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil