Educação Maker: passado, presente e futuro no contexto brasileiro

• Ano de defesa: 2024
• Autor(a) principal: Accursio, Ana Flávia Ribeiro
• Orientador(a): Silva, Maria da Graça Moreira da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Educação Maker; Origem da Educação Maker; Tecnologia na educação; Construcionismo; Construtivismo
• Palavras-chave em Inglês: Maker Education; Origin of Maker Education; Technology in education; Constructionism; Constructivism
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/43645

This study is part of the search line “new technologies in education” from the Post-Graduation Education: Curriculum program of PUC-SP and aims to recover and register the origin of Maker education in Brazil, from the perspective of academics, educators, and entrepreneurs who participated in the early stages of this initiative in the country. Maker education is guided by principles such as hands-on learning, creativity development, and problem-solving, and has gained prominence in the Brazilian national landscape, especially in elementary education. This approach aligns with the guidelines of the national educational legislation and contributes to prepare students to face contemporary challenges in an increasingly dynamic and technological world. The research aimed not only to investigate the introduction and evolution of Maker education in Brazil but also to identify the educational concepts and theories that underpin it, compile the terminology associated with Maker, and compare the perceptions of professionals involved with Maker to the ideas of renowned scholars in the field. A qualitative approach was used, with semi-structured interviews as the main data collection method, in addition to documentary analysis. The data were analyzed through thematic interpretation, highlighting patterns in the participants' experiences. The conclusions indicate that, despite the challenges faced, such as obstacles to integrate technology into pedagogical practices and the need to incorporate it into the curriculum, Maker education has been consolidating as a relevant approach that positively impacts student formation. Recommendations include the need for ongoing training for educators and the implementation of public policies that promote access to resources and technologies to enable Maker practices in schools