Engenharia e design no ensino básico: como escolas brasileiras têm implementado atividades maker no currículo escolar.

Abstract

Maker activities have become popular in schools from the growing practice of projectbased learning and the development of socio-emotional skills, using various technologies such as woodwork, electronics, programming, 3D printers and other digital fabrication tools. These practices are understood as an extension of engineering education in the context of K-12 education, not only through the use of engineering technologies, but above all because they use design thinking and an iteration oriented approach. In this sense, as expected results of these school practices are not only the contribution to more experimental and interdisciplinary learning through creative projects, but also the development of creative problem solving competence, as part of the context of developing socioemotional skills for a "21st century education". Because these activities are at the interface between engineering and the educational process in K-12 education, although well-grounded academically, such practices lack real cases and implementation guidance.Therefore, this work proposes to analyze multiple case studies to compose an understanding of the intentions towards the maker project, results achieved so far and main critical factors found during implementation, contrasting the data with the literature and thus compiling valuable lessons to other school that intend to follow the same path.