A cultura maker, enquanto metodologia ativa, no processo de ensino aprendizagem dos cursos técnicos integrados do IFMS

Abstract

Maker culture is a movement that believes that anyone can create, repair and modify objects with their own hands. This research explores the impact of the Maker space, specifically IFMaker, on educational and professional training at the Federal Institute of Mato Grosso do Sul (IFMS), Campus Campo Grande. IFMaker, created in 2020, is a collaborative environment designed to promote innovation, practical learning and problem solving through the “Do It Yourself (FVM)” Maker Culture. The research aimed to verify the relationship of maker culture in the teaching-learning process in IFMS technical courses, with a basic nature, qualitative and exploratory methodological approach, relying on bibliographical research in books, articles, dissertations and websites of interest, as well as, Questionnaires were applied to teachers and students who already develop actions at IFmaker, covering topics such as perception of the use of active methodologies, dissemination of the space, access to the internet, impact of the Maker space on project development and Maker culture as an active tool in training educational and professional. The results indicate a strong acceptance of Maker Culture, with teachers and students expressing a high perception of the positive impact of IFMaker on the educational process. IFMaker members show interest in developing projects in their respective disciplines, revealing a strong integration of the space with academic activities. The most sought after areas include Chemistry, Mechanics, Electrical Engineering and Administration. The study highlights the importance of IFMaker in promoting innovation, creativity and collaboration, consolidating its vital role in the training of IFMS students.