Educational robotics and human emancipation in the adult education

Human emancipation is a relevant characteristic for the educational subjects of adult education, as it enables participants in an educational modality marked by denials to free themselves from tutored and hegemonic thinking through the exercise of awareness and critical thinking. Considering that the process of human emancipation of these educational subjects can be enhanced through the use of educational robotics when based on a socioconstructivist pedagogical design imbricated in emancipatory principles, this article presents partial data from a doctoral research project that addresses this issue and is currently underway. The section presented here discusses issues inherent to the second and third phases of the doctoral research, with the aim of announcing the characteristics of Design-Based Research that justified its adoption, revealing the methodology used in the construction of the socioconstructivist pedagogical design responsible for conducting the iterative cycles of application and improvement of the interventionist action, present the design developed and, finally, discuss the partial findings revealed at the end of the first cycle, pointing out the variables investigated that achieved satisfactory success from the application of the design created, as well as those that need attention and will consequently determine the redesign of the solution developed.