Challenges and Opportunities in Implementing Maker Culture in Schools

Authors

DOI:

https://doi.org/10.5335/rep.v32.15995

Keywords:

maker learning, school management, teacher training

Abstract

This article explores the connection between school management and the implementation of maker pedagogical practices. The objective is to analyze how school management can optimize educational actions and face the challenges of this implementation. Qualitative and quantitative research was adopted to conduct the investigation, which used questionnaires and interviews with educators in Basic Education. The questionnaires were analyzed according to Bardin's categorization theory (2016), and the interviews allow for a deeper understanding of the educators' perceptions. The results show that schools seek to include maker spaces to expand projects and prepare students, but face challenges such as a lack of resources and institutional support. In the end, the study proposed Canvas CEME as a resource to assist managers in implementing maker culture in schools. The research highlights the importance of teacher training and strengthening integration with institutional pedagogical projects.

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Author Biographies

  • Fernanda Costa Arusievicz, Universidade Federal do Rio Grande do Sul (UFRGS)

    PhD student in Informatics in Education – Postgraduate Program in Informatics in Education (PPGIE) at the Interdisciplinary Center for New Technologies in Education (CINTED) at the Federal University of Rio Grande do Sul (UFRGS). Master in Informatics in Education (IFRS-Campus Porto Alegre), Specialist in Literacy (PUCRS), Extension in STEAM Teaching for the 21st Century (Stanford University), Graduate in Multimedia Pedagogy and Educational Informatics (PUCRS). Works in coordinating educational technologies in after-school, high school and youth and adult education programs. Member of the Learning Trajectories in Ubiquitous Hyperdocuments Research Group (TRAPHU). Keywords: maker learning, school management, educator training.

  • Silvia de Castro Bertagnolli, Instituto Federal do Rio Grande do Sul - Campus Porto Alegre (IFRS)

    He holds a degree in Computing from the Federal University of Santa Maria (1997), a master's degree in Computing from the Federal University of Rio Grande do Sul (2000) and a PhD in Computing from the Federal University of Rio Grande do Sul (2004). She is currently a professor at the Federal Institute of Rio Grande do Sul (IFRS), on the Porto Alegre campus. He worked on research in the area of ​​Distance Education, developing research projects with learning objects. He is an alternate member of the FAPERGS advisory committee in the area of ​​education. Development Productivity Scholarship. Tech. and Innovative Extension 2 since 2021. Participates in research related to active methodologies (ABP, Design Thinking, SAI, GBL), development of MOOC courses, assistive technologies, computational thinking, educational games and educational robotics using the Arduino and Raspberry Pi platform. She is the coordinator of the Center for the Metropolitan Region of Porto Alegre of the Brazilian Creative Learning Network.

  • André Peres, Instituto Federal do Rio Grande do Sul - Campus Porto Alegre (IFRS)

    PhD in Computer Security, IFRS professor in the Professional Master's Degree in Information Technology in Education, Technology in Internet Systems and Computer Network Technician, coordinator of the Poalab fab lab and coordinator of the Porto Alegre Center of the Brazilian Network for Creative Learning.

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Published

2025-04-05

Issue

Vol. 32 (2025): PUBLICAÇÃO CONTÍNUA

Section

Artigos de fluxo contínuo

License

Copyright (c) 2025 Fernanda Costa Arusievicz, Silvia de Castro Bertagnolli, André Peres

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Os direitos autorais são mantidos pelos autores, os quais concedem à revista o direito de primeira publicação. 

How to Cite

Challenges and Opportunities in Implementing Maker Culture in Schools . Revista Espaço Pedagógico, [S. l.], v. 32, p. e15995, 2025. DOI: 10.5335/rep.v32.15995. Disponível em: https://ojs.upf.br/index.php/rep/article/view/15995. Acesso em: 15 oct. 2025.