MAKER CULTURE IN EDUCATION: INNOVATION, TECHNOLOGY AND INCLUSION

Abstract

The maker strategy revolutionizes teaching by prioritizing practice and inventiveness, where students actively construct knowledge, rather than just absorbing information. This methodology instigates curiosity and independence, making education more relevant. Maker practice is supported by a range of technological devices, both material and virtual, which enable the conception and materialization of ideas. Equipment such as 3D printers and digital modeling software join forces with an environment of exchange and collaboration, where the sharing of knowledge and projects drives collective learning. Maker practice is an instrument of inclusion and appreciation of plurality in the educational context, allowing students to express their individuality and interests. Therefore, the general objective was to understand how maker culture is implemented in education, using technology to boost creativity, problem-solving and social inclusion. This investigation gains relevance by exploring maker culture as a catalyst for pedagogical innovation, transcending the traditional teaching model. This study is based on a bibliographical research, which explored maker culture as an innovative pedagogical strategy. It is concluded that, the maker culture, explored in this bibliographical research, emerges as an innovative strategy that revolutionizes teaching, promoting creation, inclusion and the use of technologies.