CURRICULAR AND PEDAGOGICAL DIMENSIONS OF MAKER CULTURE IN BRAZILIAN EDUCATION

Abstract

This article analyzes the curricular and pedagogical dimensions of maker culture in Brazilian education, examining its integration into the school curriculum, its contributions to student autonomy, and the reconfiguration of pedagogical work. Through bibliographic research in national academic productions from the last five years, which document practices and reviews about this educational perspective, the study investigates experiences in the context of schools across the country. The research finds that this pedagogical proposal encompasses three structuring elements: curricular integration, which promotes articulations with the National Common Curricular Base (BNCC) and different areas of knowledge; practices that develop student autonomy through projects and collaborative construction of knowledge; and the reconfiguration of pedagogical work, which links theory and practice in contextualized learning experiences. The analysis shows that such practices, when articulated with the school curriculum, constitute educational experiences that value the process of knowledge construction. As directions for further research, it is important to investigate the implementation of maker culture at different educational levels and analyze how its practices contribute to the development of competencies established in the BNCC.