<?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>S1809-38762020000200523</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i2p523-544</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO MAKER: ONDE ESTÁ O CURRÍCULO?]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN MAKER: ¿DÓNDE ESTÁ EL CURRÍCULUM?]]></article-title>
<article-title xml:lang="en"><![CDATA[MAKER EDUCATION: WHERE IS THE CURRICULUM?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BLIKSTEIN]]></surname>
<given-names><![CDATA[Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VALENTE]]></surname>
<given-names><![CDATA[José Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MOURA]]></surname>
<given-names><![CDATA[Éliton Meireles de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Columbia University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Unicamp  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UFU  ]]></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>523</fpage>
<lpage>544</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000200523&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000200523&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000200523&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O Movimento Maker tem inspirado instituições educacionais, contribuindo para o crescente interesse pela implantação da educação maker tanto no ensino básico quanto no superior. No entanto, os exemplos dessa implantação mostram que as atividades maker não estão ainda integradas ao currículo. Portanto, o objetivo deste artigo é entender como a educação maker pode ser integrada ao currículo do ensino básico. Para tanto, foram utilizadas a abordagem documental e visitas às instituições que estão implantando a educação maker. Com base nessas experiências, foi possível classificar o material coletado em dois grupos de atividades: as que estão associadas a uma ou duas disciplinas do currículo, e as que não estão relacionadas ao currículo. Com base nesses estudos de caso, discutimos como a implantação da educação maker pode ser feita no ensino básico. O foco dessa educação não deve ser apenas o ensino de conteúdos disciplinares por meio da educação maker, mas também ser capaz de criar condições para que o aluno tome consciência e entenda os conceitos curriculares presentes nos produtos que constroem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El Movimiento maker ha sido observado por las instituciones educativas, contribuyendo al creciente interés en implementar la educación maker en la educación básica y superior. Sin embargo, los ejemplos de esta implementación muestran que las actividades maker aún no están integradas con el currículum. El propósito de este artículo es comprender cómo la educación maker puede integrarse en el currículum. Con este fin, se utilizó el enfoque documental y la visita a las instituciones que están implementando la educación maker. Con base en estas experiencias, fue posible clasificar el material recolectado en dos grupos de actividades: las desarrolladas en las escuelas, pero no relacionadas con el currículum; y los relacionados con una o dos asignaturas del currículum. Finalmente, con base en los estudios de casos descritos y las lecturas realizadas, se describe cómo la implantación de la educación maker puede llevarse a cabo en la educación básica. El enfoque de esta educación no solo debe ser la enseñanza de contenido disciplinario a través del maker, sino también ser capaz de crear condiciones para que el estudiante tome conciencia y comprenda los conceptos curriculares que están presentes en los productos que construyen.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The Maker Movement has been inspirational to many educational institutions, contributing to the growing interest in implementing maker education in K-12 and higher education. However, the examples of this implementation show that many maker activities are not yet integrated within the curriculum. The objective of this article is to understand how maker education can be integrated into the K-12 curriculum. Methodologically, this paper uses a qualitative approach, describing case studies in schools implementing maker education. Based on these experiences, it was possible to categorize the material collected into two groups of activities: those developed in schools, but not related to the curriculum; and those related to one or two subjects in the curriculum. Finally, based on these cases, the paper suggests how the implementation of maker education can be carried out in K-12 education. The focus should not only be the teaching of disciplinary content through maker approaches, but be able to create conditions for the student to become aware and understand the curricular topics that are incorporated in the products they build.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Movimento maker]]></kwd>
<kwd lng="pt"><![CDATA[Atividade maker]]></kwd>
<kwd lng="pt"><![CDATA[STEM-ampliado]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias educacionais.]]></kwd>
<kwd lng="es"><![CDATA[Movimiento maker]]></kwd>
<kwd lng="es"><![CDATA[Actividad maker]]></kwd>
<kwd lng="es"><![CDATA[STEM-ampliado]]></kwd>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías educativas.]]></kwd>
<kwd lng="en"><![CDATA[Maker movement]]></kwd>
<kwd lng="en"><![CDATA[Maker activity]]></kwd>
<kwd lng="en"><![CDATA[STEM-rich]]></kwd>
<kwd lng="en"><![CDATA[K-12 education]]></kwd>
<kwd lng="en"><![CDATA[Educational technologies.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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