Resumen

MANNRICH, João Paulo; PINHEIRO, Eduarda Boing  y  BRICK, Elizandro Maurício. Maker movement in school education: reflections on teacher education in the ethical-critical perspective in the context of the Educamaker project. e-Curriculum [online]. 2024, vol.22, e59232.  Epub 27-Dic-2024. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2024v22e59232.

The insertion of maker spaces in education is a movement arising from the technological era we are experiencing. Encouraging the use of tools for the construction of items of interest or need for people brings the educational movement closer to an ethical-critical pedagogy, which advocates the construction of knowledge aimed at transforming unjust realities. This work was based on the self-observation of a co-training that took place remotely in 2021 with teachers involved in the “Criar: EducaMaker” project of the municipal network of São Bento do Sul, Santa Catarina, Brazil. The reflections point out that the teachers were able to plan problematizing maker practices coherent with an ethical-critical education. Evasions and protests for “practical” meetings were recurrent, in addition to the identification of challenges associated with the use of technologies, methodological innovations, motivational aspects and teacher identity.

Palabras clave : maker movement; maker education; ethical-critical pedagogy; teacher training; São Bento do Sul.

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