Introducing Maker Culture in Public Schools: Perceptions, Reflections, and Challenges in Its Use

• Anderson G. P. Cruz UFRN
• Diana R. Silva UFRN
• Paulo D. M. Dias UFRN
• Matheus D. Fernandes UFRN
• Flavius L. Gorgônio UFRN
• Karliane M. O. Vale UFRN
• Danilo O. Aquino Escola Estadual Professor Antônio Aladim de Araújo

DOI: https://doi.org/10.5753/ideia.2025.9220

Abstract

The maker culture has emerged as an innovative educational approach, promoting hands-on, collaborative, and student-centered learning. This experience report describes the implementation of a maker initiative in a public school, using the Arduino platform to immerse students from the 9th grade of elementary school to the 3rd year of high school in the field of programming. Despite limited resources, such as a shortage of electronic components and basic infrastructure, the initiative was made possible through adaptive strategies, including the structuring of projects in evolutionary stages and the reuse of materials. The challenges faced, such as low student attendance and the lack of advanced resources, highlighted the need for investments in infrastructure and pedagogical strategies that promote engagement. The activities, which ranged from lighting LEDs to creating a temperature monitoring system, demonstrated the potential of maker culture to develop technical, creative, and collaborative skills. It is concluded that although the implementation of maker culture in resource-limited contexts requires planning and adaptation, it is feasible and can transform education, preparing students for the challenges of the 21st century.

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