MAKER CULTURE AND THE CONSTRUCTION OF PRACTICAL KNOWLEDGE IN THE SCHOOL ENVIRONMENT

Abstract

The present research investigates the relevance of  maker culture and "hands-on" learning as strategies for consolidating practical knowledge in the current school scenario. The debate focuses on the transition from purely theoretical teaching to models where doing and creating stimulate problem-solving and student inventiveness. Through a qualitative analysis based on a bibliographic survey, the impacts of active methodologies and gamification in professional and technological education are examined, as well as in the youth and adult modality. The results indicate that the integration between digital tools and experimental practices favors the retention of knowledge and engagement at different levels of schooling. The investigation highlights that the support offered by DICTs and mobile applications enhances student autonomy, allowing the concrete application of concepts in real and simulated contexts. The offered reflections seek to subsidize the strengthening of pedagogical proposals that value protagonism and creativity as pillars of national formation. The main authors used in this research are Ferreira and Castro (2024), Silva et al. (2024), and Andriollo et al. (2024).