**6. Conclusions**

*Industrial Robotics - New Paradigms*

movements.

**5. Discussion**

invited by virtual mass media (see **Figure 8**).

ity of doing research at the frontier of knowledge.

This project describes the work done with the research seedbeds (through extracurricular activities). Applying the principles of constructivist social pedagogy using as a strategy, the project method through technological development and applied research such as the repowering an industrial robotics arm of six degrees of freedom, in which its monitoring and verification of progress, has been carried out through technical reports, the observation guide, the field diary, finding not

The second moment of socialization corresponds to the completion of the tuning of the robot. The presentation in the society of the robotic system is made. The invited public is the businessmen representing Mold Glass, owner of the robot, and students and teachers from the academic community of SENA-CTMA was also

During this stage, the different actors (student, administrative and businessmen) agree to qualify the results of the project as satisfactory and of great impact for the industry due to the low costs and the high degree of precision of the robot's

In [19], there is a collaborative work between the students and the teacher in which the researchers' terms and functions are naturally involved; in the activities proposed in the execution of the project, there are no hierarchies and each one contributes from their perception and creativity, and robotics projects are part of the curricular activities. In [20], it proposes a course by stages for the development of projects with the robotic educational analysis of state of the art, implementation, pedagogical design, learning scenarios, pilot use, validation, and social evaluation, and this procedure is performed with students of schools. The way to maintain interest in the project is through the approach of ideas proposed by students, the development of skills, and socialization of results by different means including social networks, and in [21], a conductive and constructivist activities series used to identify the benefits of the strategy called collaborative learning is executed. This procedure has been developed by university students for 5 years. As the course develops, more and more complex challenges are proposed. It is also projected towards the preparation of teachers in the management of constructivist methodologies in robotics. Therefore, a group of teachers from Public high school is trained to work with robotics projects, to apply this methodology with their high school students, but in [22], a work of systematization of subjects was done with the aim of introducing the contents on robotics from the pre-school stage to the university level. This process was carried out during 6 years that had its starting point in a summer vacation program called "Technosphere." However, despite describing and explaining the way in which these works are carried out (all immersed in the curricula) based on problems that are solved in didactic robotic systems, it is not possible to find information about the impact of these projects on life of the students because it is important to know the lived experience of the members that enriches and feeds back the constituted process, which if they are found are generic results based on surveys and evaluations that can give an indicator on the evolution of the process, but the findings obtained from interviews, logbooks and daily books are tools that have valuable information about the process. In [23–25], more general information about educational robotics works focused on doing documentary research is expressed, which indicates the importance and importance in the field of education and pedagogy since these types of treaties have within from his study trends, perspectives, and even prospects, aspects that allow validating the possibil-

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The development and tuning of the repowering of the industrial robotic arm allow the consolidation of a research group for the solution of manufacturing machines based on the productivity of the industry, whose technology is vital to increase its competitiveness in international markets.

This process is very important from the pedagogical point because independent of the technologies or techniques used in the project, the effectiveness of the student's learning process can be corroborated by being immersed in this type of real projects that allow to appropriate the application of the method scientific, consolidate technological knowledge and know the fundamental tool like the state of art for the development of an applied investigation.
