<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762020000200715</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i2p715-738</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO MAKER E COMPROMISSO ÉTICO NA SOCIEDADE DA CULTURA DIGITAL]]></article-title>
<article-title xml:lang="en"><![CDATA[MAKER EDUCATION AND ETHICAL COMMITMENT IN THE SOCIETY OF DIGITAL CULTURE]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN MAKER Y COMPROMISO ÉTICO EN LA SOCIEDAD DE CULTURA DIGITAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SOSTER]]></surname>
<given-names><![CDATA[Tatiana Sansone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[Fernando José de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Maria da Graça Moreira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,FGV  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,PUC-SP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,PUC-SP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>715</fpage>
<lpage>738</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000200715&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000200715&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000200715&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo, reflete-se sobre o diálogo entre as tecnologias, o currículo, a ética e o compromisso social. Para tanto, pesquisaram-se, nas produções bibliográficas levantadas em bases de dados digitais, teses e dissertações que analisam contextos educacionais e curriculares em que se desenvolvem características do movimento maker. A análise qualitativa dos textos levantados identificou que o movimento maker está em processo de implantação nas escolas e ganha força a partir de uma série de eventos vinculados à educação; além disso, a proposta diferenciada da produção de bens de consumo inspira agora o desenvolvimento de um modelo educacional mais voltado ao fazer dialógico, um refletir sobre a aprendizagem e o compartilhamento de problemas e soluções individuais e sociais, com o uso da tecnologia. Conclui-se que as potencialidades e o valor político-pedagógico dos ambientes maker trazem, para a educação, amplo espaço ao exercício do caráter ético que pode estar subjacente aos projetos. Evidenciou-se como tendência a perspectiva de propor um contínuo replanejamento dos objetivos da aprendizagem alinhando-os com as questões sociais mais amplas inclusive dos desafios de problemáticas sociais mundiais, dos territórios, dos grupos de alunos e da dimensão ética e da política das relações entre eles. O papel de um currículo crítico e da função socioeducativa do professor são fundamentais na montagem desta complexa e delicada equação: tecnologias, currículo, ética e compromisso social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo se reflexiona sobre el diálogo entre las tecnologías, el currículo, la ética y el compromiso social. Por lo tanto, se investigaron en las producciones bibliográficas planteadas en bases de datos digitales, tesis y disertaciones que analizan contextos educativos y curriculares en los que se desarrollan características del movimiento maker. El análisis cualitativo de los textos estudiados identificó que el movimiento maker está en proceso de implementación en las escuelas y gana fuerza a partir de una serie de eventos vinculados a la educación; además, su propuesta diferenciada de la producción de bienes de consumo ahora inspira el desarrollo de un modelo educativo más centrado en el hacer dialógico, un reflexionar sobre el aprendizaje y el compartir problemas y soluciones individuales y sociales, con el uso de la tecnología. Se concluye que las potencialidades y el valor político-pedagógico de los ambientes maker aportan a la educación, amplio espacio para el ejercicio del carácter ético que puede estar subyacente a los proyectos. Se hizo evidente como tendencia la perspectiva de proponer un continuo replanteamiento de los objetivos de aprendizaje, alineándose con los problemas sociales más amplios, inclusive de los desafíos de problemáticas sociales mundiales, de los territorios, de los grupos de alumnos y de la dimensión ética y política de las relaciones entre ellos. El papel del currículo y de la función educativa del profesor son fundamentales para ensamblar esta compleja y delicada: ecuación: tecnologías, currículo, ética y compromiso social.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Ética]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias digitais de informação e comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Educação maker.]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Ethics]]></kwd>
<kwd lng="en"><![CDATA[Digital information and communication technologies]]></kwd>
<kwd lng="en"><![CDATA[maker education.]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Ética]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales de información y comunicación]]></kwd>
<kwd lng="es"><![CDATA[Educación maker.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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