LEARNING, SUBJECTIVITY, AND MAKER CULTURE: PATHWAYS TO A TRANSFORMATIVE EDUCATION

Abstract

This study examines the integration of digital technologies in education, highlighting constructivist approaches and Maker Culture as effective tools for promoting meaningful, creative, and collaborative learning. Through bibliographic research, the paper shows that the use of active methodologies, such as project-based learning and the principle of "learning by doing" (Ausubel, 2003; Pedroza, 2005), when combined with the use of digital resources, enhances the acquisition of knowledge and the development of cognitive, communicative, and socio-emotional skills. This new version expands the theoretical framework by incorporating the processes of subjectivation, singularity, and inclusion (Silva, 2024; Santos et al., 2026), directly linking them to the guidelines of the Brazilian National Common Curriculum Base (Brazil, 2018), with an emphasis on the General Competencies of Basic Education. It is concluded that the effective integration of Maker Culture requires qualified infrastructure and pedagogical mediation, ensuring formative experiences that align technological innovation with the integral and human development of elementary school students.