A abordagem maker e experiências mão na massa como caminhos para a cidadania global na escola

Abstract

Based on the concept that learning is strengthened through experience, hands-on learning can bring new meaning to learning. The maker approach to education invites students to experience conceptual content in a concrete, playful, and meaningful way. In this context, the general objective of this study is to analyze the interconnection between the maker approach in the final years of elementary school, the goals of the 2030 Agenda, and the promotion of Global Citizenship Education as a transformative practice in a private school in Caxias do Sul, Rio Grande do Sul. The qualitative research, inserted in the History and Philosophy of Education Research Line of the Graduate Program in Education at the University of Caxias do Sul, sought to investigate the concept and principles of the maker approach, relating it to the possibilities of Education for Global Citizenship based on work in conjunction with the Sustainable Development Goals of the 2030 Agenda. Through the systematization of experiences in a seventh-grade class with a thematic focus on sustainable cities, the impacts of the maker approach in promoting Education for Global Citizenship were verified. The theoretical framework was based on the assumptions of Blikstein, Piaget, Vygotsky, Papert, Freire, Dewey, and Holliday, including other contributions, and allowed for the production of theoretical knowledge from practice, aiming to enhance the maker approach as a catalyst for the 2030 Agenda goals. The research demonstrated that maker practices can contribute to the development of more critical, creative, and socially engaged individuals, aligned with the principles of Global Citizenship Education, and have the potential to contribute to the advancement of the 2030 Agenda goals. However, if used in isolation, the maker approach risks being treated as an extra class, depleting its formative and political potential. Thus, it is clear that maker potential does not occur automatically; it requires intentional mediation on the part of educators, who guide students to critically reflect on their surrounding context, which, without fail, requires pedagogical intentionality. [resumo fornecido pelo autor]