Práticas educativas baseadas na cultura maker : um estudo bibliográfico

Abstract

This research investigated educational practices based on maker culture, its characteristics, possible contributions to the teaching and learning process of elementary school students, as well as possible contributions to strengthening student autonomy. This is a qualitative research and in terms of procedure, it is characterized as a bibliographical research that analyzed theses and dissertations related to the theme of maker culture. Bardin's (2016) Content Analysis methodology was used to analyze the data. Its main objective was to map practices inspired by maker culture with elementary school students, based on a bibliographic analysis of theses and dissertations, from 2019 to 2023. Thus, we sought to map field studies on educational practices inspired by maker culture developed with elementary school students through a survey of master's and doctoral research published on the portals of the Scientific Electronic Library Online (Scielo) and the Brazilian Digital Library of Theses and Dissertations (BDTD), followed by the selection of works related to the focus theme of the present study and subsequent analysis of these works. It is based on Dewey's experiential education (1959), Piaget's constructivism (1972; 1982; 1995; 1999; 2015), Papert's constructionist learning theory (1985), Freire's critical emancipatory pedagogy (1996;2014; 2015), substantiated with active methodologies according to Moran (2018) and with the concept of Maker Culture in education presented by Blikstein (2008; 2013; 2020; 2021). From the data analysis, four categories were identified that emerged from the analytical process. The first category: "Characteristics" refers to the characteristics of practices permeated by the maker culture. The second category: "Difficulties" analyzes some challenges encountered in the development of these practices in schools. The third category: "Subjects" refers to teachers and students involved in the practices. The fourth category: "Possibilities", portrays some potentialities of the practices in question. From the work analysis process, it is understood that educational practices based on maker culture can bring great contributions to the teaching and learning process, making this process more active and enabling student engagement, strengthening autonomy and development of cognitive and socio-emotional skills through reflected action and interaction. [resumo fornecido pelo autor]