Resumo

SOSTER, Tatiana Sansone; ALMEIDA, Fernando José de  e  SILVA, Maria da Graça Moreira da. MAKER EDUCATION AND ETHICAL COMMITMENT IN THE SOCIETY OF DIGITAL CULTURE. e-Curriculum [online]. 2020, vol.18, n.2, pp.715-738.  Epub 15-Out-2020. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2020v18i2p715-738.

In this article, we reflect on the dialogue between technologies, curriculum and ethics and social commitment. In order to do that, theses and dissertations that analyze educational and curricular contexts in which characteristics of the maker movement are developed have been researched in the bibliographic productions raised in digital databases. The qualitative analysis of the raised texts identified that the maker movement is in the process of being implemented in schools and gains strength from a series of events linked to education; in addition, its differentiated proposal in the production of consumer goods now inspires the development of an educational model more focused on dialogical making, a reflection on learning and sharing of individual and social problems and solutions, with the use of technology. We concluded that the potentialities and the political-pedagogical value of maker environments bring, for education, ample space for the exercise of the ethical character that may be underlying the projects. The tendency to propose a continuous redesign of the learning objectives, aligning them with the broader social issues, including the challenges of global issues, the territories of student groups and the ethical and political dimension of the relationships between them, became evident. The role of the critic curriculum and the educative function of the teacher are fundamental in assembling this complex and delicate equation: technologies, curriculum, ethics and social commitment.

Palavras-chave : Curriculum; Ethics; Digital information and communication technologies; maker education..

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