INTEGRATION OF MAKER CULTURE INTO THE SCHOOL CURRICULUM

Abstract

This study deepened the investigation into the promotion of educational quality in a private elementary school, which is equipped with adequate infrastructure for the implementation of maker culture. The main objective was to evaluate the impact of school management strategies and innovative pedagogical practices, such as maker, on improving teaching and learning. A bibliographical research was adopted to understand how such practices are implemented and what effects are perceived in the school environment. The results obtained showed that the effective integration of maker culture into the school curriculum not only increased student engagement, but also promoted a more active and participatory learning approach. This approach encourages students to be creators, not just consumers of information, and to apply theoretical knowledge to practical projects, which strengthens understanding and retention of content. However, the study also revealed significant challenges, such as the need for continuous professional development for teachers so that they can effectively guide and facilitate learning activities based on maker culture, in addition to the need to improve management processes to support these innovative practices. The conclusions emphasized that to maximize the benefits of maker culture, a coordinated approach that involves both effective school management and the application of pedagogical practices aligned with the principles of innovation is importante. This study provides valuable insights for educational institutions that wish to integrate technology and pedagogical innovation into their programs, suggesting that success depends on effective collaboration between everyone involved in the educational process.