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The Research, Technological Development and Innova on System of SENA (SENNOVA) of Colombia, has the purpose of strengthening the standards of quality and relevance, through programs and projects as Tecnoacademias, defined as a STEM learning scenario, equipped with emerging technologies to develop innova on-oriented skills, through project training, to students of basic and secondary educa on, in courses such as Mathema cs, Physics, Chemistry, Biology, applied sciences such as Robo cs, Nanotechnology, Biotechnology and Virtual Technologies. This work presents some of the ac vi es carried out by the appren ces through the Educa onal Robo cs in Tecnoacademia Risaralda and Tecnoacademia Caldas sites, based on Industrial and Mechatronic Design methodologies, using LEGO MINDSTORM EV3 kits and Design Thinking for educators and LEGO , successfully applied in the EducarChile program. It is based on three fundamental pillars, which are empathy, collabora on and experimenta on, which are presented in the five (5) phases of the methodology. It should be noted that the tools of innova on and prototyping per se, do not serve much if the team that executes them is not immersed in a culture of tolerance, teamwork, leadership and if there is no feedback and if the capaci es are not taken into account and strengths of the work team. All this was achieved through different prototypes of robots of light and robust type originated in a PON scenario (problem, opportunity, needs). Introducción In Colombia, the Ministry of Na onal Educa on MEN (2008) proposes: to train in technology, by encouraging scien fic curiosity for the solu on of problems and needs of the environment; to propi ate the development of cri cal thought and reflec on, for the control of technology in society; to provide tools for innova on and crea vity, in the solu on of problems from different points of view. One of these tools is the Robo cs, and since the seven es (Ruiz, 1987), a new area of study called "Pedagogical Robo cs" is generated, which uses these artefacts, which Proceedings of the 4th Congress on Robotics and Neuroscience SENA Tecnoacademia Risaralda and Caldas as a Collaborative Learning Scenario in Robotics Margarita María Vallejo-Jiménez1*, John Jairo Martínez-Puerta2*, Sebastián Bedoya Agudelo1, Nicole D. Salgado1 *For correspondence: margaritavallejo@misena.edu.co; johnjmp@misena.edu.co 1SENA Tecnoacademia Risalda; 2SENA Tecnoacademia Caldas have elements of electronics, programming and mechanics for didac c purposes; relying on teaching and learning methodologies, changing the tradi onal role of the teacher and taking the student to an ac ve role (2010_Pinto-Salamanca). Robots naturally awaken the interests and curiosity of children, excite them to explore their ideas through their inquiries and test their hypotheses, make new discoveries and develop their knowledge through real-world experiences, by using a Technologically and computa onally improved tool (Eguchi, 2017). As a STEM strategy (Science, Technology, Engineering and Mathema cs), Educa onal Robo cs allows the genera on of learning environments based on the ini a ve and ac vity of students, for the solu on of problems that arise in the areas previously exposed (Marquez, 2014 ) and skills in innova on, crea vity and real-life problem solving are developed (Ghi s, 2014). The iden fica on, applica on and valida on of different mechatronic design tools through the use of pedagogical robo cs to solve a need, becomes the star ng point of an educa on that truly achieves an impact and a change of mentality, taking advantage of the scenarios and the exis ng infrastructure in the Na onal Service of Learning SENA (2018), a state en ty that provides STEM courses of 140 hours, including that of Robo cs Recrea on, in its 10 Educa on Centers called Tecnoacademia.