Active methodologies, grounded in constructivist theories, shift the educational focus toward student protagonism, fostering engagement and autonomy through practical and collaborative experiences. Tools such as Educational Robotics (ER) materialize this approach, especially in engineering, by converting theory into concrete, interdisciplinary experimentation (STEAM). This article investigates the perception of engineering students regarding an intervention that combines active methodologies and ER, analyzing the impact on the acquisition of technical knowledge, the development of general competencies, and student motivation to modernize teaching practices.

The transition to a meaningful educational action, based on dialectical logic and theories like cognitivism and constructivism, repositions the student as the central agent of their own learning. Active methodologies, such as Problem- and Project-Based Learning and the Flipped Classroom, are instrumental in this change. Educational Robotics acts as a practical catalyst, materializing abstract concepts and promoting, in synergy with these approaches, the development of essential skills like critical thinking, collaboration, and problem-solving, aligning education with contemporary demands.

This single-case study, using a mixed-methods (quali-quantitative) approach, analyzed the perceptions of 39 engineering students regarding a pedagogical intervention that integrated active methodologies and the EDUBOT educational robot. Conducted in two classes at a public Higher Education Institution, the research used pre- and post-intervention self-assessment questionnaires to collect data on prior knowledge and learning perceptions. The analysis, based on descriptive statistics, aimed to evaluate the strategy's impact on the acquisition of programming and robotics knowledge and on student perception of the applied methodology.

The results reveal a significant transformation in student knowledge. Initially, most students were unfamiliar with active methodologies (84%) and concepts of programming and robotics, with over 70% having no familiarity with Arduino. After the intervention, 100% of the participants could exemplify Arduino and sensor models, and over 92% felt autonomous in programming and developing projects. The perception of the methodology was extremely positive, with 97% considering it appropriate and 100% satisfied, highlighting learning in programming, teamwork, and practical application as relevant gains.

This study validated the integration of active methodologies and educational robotics as a successful strategy for the initial semesters of engineering, with an extremely positive student perception. The approach proved effective for technical learning and the development of socio-emotional skills, transforming the students' self-perception from insecurity to confidence. For future work, we suggest longitudinal studies, comparative analyses of different robotics platforms, and an investigation of the faculty's perspective. The "hands-on" methodology also proves to be a potent tool for increasing motivation and combating high dropout rates in engineering courses.

Keywords: Active Methodologies, Educational Robotics, Engineering Education, Student Perception, Project-Based Learning.