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This study aims to understand how educational robotics has been applied in basic education and what impacts it has generated on students' learning, skills, and attitudes. To this end, a systematic literature review was conducted using the Scopus database, focusing on empirical studies published between 2019 and 2024. At the end of the selection process, 51 articles met the established criteria. The analysis covered the methodologies employed, the educational levels involved, the technologies adopted, and the main findings reported. The studies indicated that educational robotics has supported the development of computational thinking, problem-solving skills, and student engagement with curricular content. Technologies such as drones, three-dimensional modeling, and visual programming were associated with interdisciplinary practices, particularly in the teaching of science, mathematics, and technology. For the early years of schooling, physical resources and unplugged strategies were notably emphasized. Most of the research was conducted in public schools and employed quasi-experimental designs. Significant gaps were also identified, including limited geographic representation and gender disparities. It is concluded that educational robotics holds great potential to enhance teaching, especially when integrated with active learning methodologies and emerging technologies.