MAKER CULTURE IN EDUCATION: TRANSFORMING LEARNING THROUGH EXPERIMENTATION

Abstract

Faced with an educational landscape that clamored for teaching methods that transcended mere content transmission, maker culture emerges as an innovative response. The shift in teaching methodology, by adopting the maker model, transforms the school space into a place of active and autonomous learning. Students, instead of passively receiving knowledge, become builders of their own knowledge, applying theories in practical and concrete situations. The maker methodology connects diverse knowledge in a practical and collaborative way. By developing projects, students apply knowledge from various areas simultaneously, strengthening global understanding. The maker philosophy redefines error, seeing it as a springboard for progress. The practice of projects allows students to test and refine ideas, fostering autonomy and the search for solutions. Thus, the general objective was to analyze the transformation of the classroom by maker culture, focusing on practical projects, interdisciplinarity and the importance of error in learning. The importance of this research is revealed by elucidating how maker culture, through practical and interdisciplinary projects, transforms the classroom into a dynamic and student-centered learning environment. The work in question consists of a bibliographical research, where the analysis and interpretation of theoretical sources, such as scientific articles, books, were used to explore maker culture as an innovative educational paradigm (Gil, 2019). In conclusion, maker culture revolutionizes teaching, promoting active learning, interdisciplinarity and the redefinition of error, preparing students for future challenges.