TEACHING, EDUCATION, AND MAKER CULTURE: PATHWAYS OF LEARNING THROUGH TECHNOLOGICAL INVENTION

Abstract

This chapter analyzes the relationship between teaching, education, and maker culture, discussing how technological invention is consolidated as a pathway to active and creative learning. Grounded in a bibliographic research of qualitative and exploratory nature, according to the methodological framework proposed by Gil (2008), the study brings together national and international scientific works that address the role of teachers, the use of digital technologies, and active methodologies within contemporary education. The theoretical review reveals that maker culture constitutes an innovative pedagogical perspective that redefines educational practice by promoting the integration between theory and practice, teacher mediation, and student protagonism. The findings show that teaching plays an essential role in the implementation of maker practices, acting as a mediator of inventive processes and as a facilitator of meaningful learning. The results indicate that learning through technological invention enhances students’ autonomy, creativity, and problem-solving skills, aligning with the competencies established in the Base Nacional Comum Curricular (BNCC, 2018; 2022). It is concluded that maker culture contributes to the reinvention of teaching practice and to the strengthening of a critical, collaborative, and humanizing education, oriented toward the challenges of the 21st century and the integral formation of learners.