The Maker Culture as a strategy to develop reading and writing skills in the early years of elementary school: a Systematic Literature Review

• Maressa Maria L. de Sousa Federal University of Rio Grande do Norte http://orcid.org/0000-0003-1559-4537
• Apuena V. Gomes Federal University of Rio Grande do Norte https://orcid.org/0000-0002-3497-655X

DOI: https://doi.org/10.5753/sbie.2022.224761

Abstract

This article presents a Systematic Literature Review (SLR) that aims to identify the existence of studies that use Maker Culture as a proposal to develop reading and writing skills in the early years of Primary Education. The SLR was based on the protocol proposed by Kitchenham and the PRISMA methodology, starting from a total of 599 (27 selected and 3 analyzed) articles found in the databases: CEIE, Scopus, IEEE, ACM DL. The results indicate that there is a lack of studies that show the use of Maker Culture in the mentioned context. However, the fact that reading and writing practices are related to computational thinking, Game Design, and robotics stands out.

Keywords: Maker Culture, Reading and Writing, Early Elementary Years

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