A proposição de espaço maker na escola: um guia de orientações na perspectiva da educação básica

Abstract

The present paper analyzes the results obtained in this master's research, which aimed to present, develop, and evaluate an educational product with guidelines and orientations for planning and implementing maker spaces in basic education schools, to enhance Science teaching through Maker Education. The central question that guided our investigation was: “What guidelines and recommendations are necessary to implement a maker space in a basic education school to enhance Science teaching through Maker Education?” To answer this question, the author of this text, a teacher and administrator in basic education until June 2024 at a private school in Itumbiara-GO, was directly involved in implementing a maker space in an educational institution. In this context, we propose the creation of a guide that can assist teachers and administrators in structuring and utilizing the maker space. After implementing the space, we developed a questionnaire with open-ended and closed-ended questions to investigate teachers' perceptions of its use. The 22 teachers who taught at the school in 2024 under the author's supervision were invited to participate. However, only 11 of them responded to the questionnaire. Through this study, we identified the essential elements for implementing maker spaces in schools and the challenges administrators and teachers face, such as inadequate infrastructure, lack of specific training, and limited planning time. Additionally, the research highlighted the potential of Maker Education to engage students in the learning process, fostering creativity, autonomy, and problem-solving skills.