Cultura maker: vivências colaborativas na formação continuada de professores do Instituto Estadual do Maranhão (IEMA) Pleno Sousândrade

Abstract

This research analyzed the potential of Maker Culture as a strategy for continuing teacher education at the Maranhão Institute of Education, Science and Technology (IEMA) – Pleno Sousândrade, in the context of secondary education. Considering the contemporary challenges related to pedagogical innovation and the integration of technologies into educational practices, the study aimed to investigate the impacts of Maker Culture on teacher training, as well as to identify challenges and possibilities for its implementation in the school context. The investigation adopted a qualitative, exploratory approach, developed through a case study. Twenty-one teachers from the institution participated in the training, answering an evaluative questionnaire. As a follow-up to the training phase, a pedagogical intervention was carried out in the classroom, in which a teacher applied a proposal based on the principles of Maker Culture. Data collection instruments included digital forms, semi-structured interviews, and a reflective account of the intervention experience. The results showed a largely positive evaluation of the training, indicating that the proposal met the participants' expectations and contributed significantly to the understanding of Maker Culture and its possibilities for application in secondary education. A concrete intention to incorporate the approach into pedagogical practices was observed, as well as an expansion of the teachers' methodological repertoire. The pedagogical intervention revealed greater student engagement, active participation, collaboration, and collective knowledge construction, demonstrating the viability of the approach in the investigated context. It is concluded that the training provided an opportunity to reframe pedagogical practices and strengthen teacher leadership, highlighting a positive impact on the incorporation of active methodologies in secondary education. As an educational product, a virtual portfolio was developed with guidelines and teaching resources aimed at implementing Maker Culture in pedagogical practice.