LabMaker: Conectando educação, inovação e impacto social por meio da cultura Maker
Resumo
Maker culture has been established as a strategy to promote active learning, innovation, and social impact, contributing to the Sustainable Development Goals (SDGs), especially SDGs 4, 10, and 12. In this context, this paper presents a set of actions developed by the extension project Labmaker, a multidisciplinary laboratory that integrates education, accessibility, healthcare, and sustainability through Maker culture, additive manufacturing, and Web technologies and platforms. The actions presented include training activities in robotics, programming, and 3D modeling, the development of assistive technologies and solutions for the healthcare sector, the promotion of circular economy initiatives focused on 3D printing, and the use of digital media and Web platforms to expand the project’s reach and interaction with the community. The results of these actions demonstrate the project’s potential to democratize access to technologies, strengthen the relationship between the university and society, promote hands-on learning, and contribute to the development of innovative solutions aligned with the SDGs.
Palavras-chave:
Additive Manufacturing, Maker Culture, STEM Education, University Extension
Referências
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Mark Hatch. 2014. The Maker Movement Manifesto: Rules for Innovation in the New World of Crafters, Hackers, and Tinkerers. McGraw-Hill Education, New York.
Paige Brown Jarreau, Imogen A Cancellare, Becky J Carmichael, Lance Porter, Daniel Toker, and Samantha Z Yammine. 2019. Science selfies on Instagram: Resolving the nerd stereotype and enhancing public trust in science. PLoS one 14, 8 (2019), e0216625.
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Sylvia Libow Martinez and Gary Stager. 2019. Invent to learn: Making, tinkering, and engineering in the classroom. Constructing modern knowledge press.
Aidan P. McAnena, Taylor McClennen, and Hua Zheng. 2025. Patient-Specific 3-Dimensional-Printed Orthopedic Implants and Surgical Devices Are Potential Alternatives to Conventional Technology But Require Additional Characterization. Clinics in Orthopedic Surgery 17, 1 (2025), 1–15.
Katarzyna Mikula, Dawid Skrzypczak, Grzegorz Izydorczyk, Jolanta Warchoł, Konstantinos Moustakas, Katarzyna Chojnacka, and Anna Witek-Krowiak. 2021. 3D printing filament as a second life of waste plastics—a review. Environmental Science and Pollution Research 28, 10 (2021), 12321–12333.
Seymour Papert. 1980. Mindstorms: Children, computers, and powerful ideas. Basic Books, New York.
José Luis Saorín, D Melian-Díaz, A Bonnet, C C Carrera, C Meier, and J De La Torre-Cantero. 2017. Makerspace teaching-learning environment to enhance creative competence in engineering students. Thinking Skills and Creativity 23 (2017), 188–198.
Gualberto de Abreu Soares, Tânia Cristina Rocha Silva Gusmão, and Vicenç Font Moll. 2025. A Educação STEAM/STEM na educação básica brasileira: uma revisão sistemática da literatura científica. ARACÊ 7, 9 (set. 2025), e7947. DOI: 10.56238/arev7n9-092
David Weintrop and Uri Wilensky. 2017. Comparing block-based and text-based programming in high school computer science classrooms. ACM Transactions on Computing Education 18, 1 (2017), 1–25. DOI: 10.1145/3089799
Lilian Bacich and José Moran. 2018. Metodologias ativas para uma educação inovadora: uma abordagem teórico-prática. Penso Editora, Porto Alegre.
Holly M Bik and Miriam C Goldstein. 2013. An introduction to social media for scientists. PLoS biology 11, 4 (2013), e1001535.
Paulo Blikstein. 2013. Digital fabrication and ’making’ in education: The democratization of invention. FabLabs: Of machines, makers and inventors 4 (2013), 1–21.
Ismael Cezário. 2026. Tecnologias Assistivas para Distrofias musculares, um Relato de Extensão Sobre Manufatura Aditiva e Design Personalizado. (2026). Aceito para publicação nos Anais do LIV Congresso Brasileiro de Educação em Engenharia (COBENGE 2026).
Basil T Darras, David K Urion, and Partha S Ghosh. 2024. Dystrophinopathies. In GeneReviews®, M P Adam, J Feldman, G M Mirzaa, et al. (Eds.). University of Washington, Seattle. Atualizado em 22 de fevereiro de 2024.
Dongsheng Duan, Nathalie Goemans, Shin’ichi Takeda, Eugenio Mercuri, and Annemieke Aartsma-Rus. 2021. Duchenne muscular dystrophy. Nature Reviews Disease Primers 7, 1 (2021), 13.
Garry Falloon, Anne Forbes, Michael Stevenson, Matt Bower, and Maria Hatzigianni. 2022. STEM in the making? Investigating STEM learning in junior school makerspaces. Research in Science Education 52, 2 (2022), 511–537.
Simon Ford and Tim Minshall. 2019. 3D printing in education: A literature review from early childhood to higher education. Additive Manufacturing 30 (2019), 100862.
Jayavardhana Gubbi, Rajkumar Buyya, Slaven Marusic, and Marimuthu Palaniswami. 2013. Internet of Things (IoT): A vision, architectural elements, and future directions. Future generation computer systems 29, 7 (2013), 1645–1660.
Mark Hatch. 2014. The Maker Movement Manifesto: Rules for Innovation in the New World of Crafters, Hackers, and Tinkerers. McGraw-Hill Education, New York.
Paige Brown Jarreau, Imogen A Cancellare, Becky J Carmichael, Lance Porter, Daniel Toker, and Samantha Z Yammine. 2019. Science selfies on Instagram: Resolving the nerd stereotype and enhancing public trust in science. PLoS one 14, 8 (2019), e0216625.
Daniel Moreira Paes Leme, Víctor Aluisio dos Santos Oliveira, and Flávia de Souza Bastos. 2024. Produção e Teste de Filamento Utilizando Resíduos da Impressão 3D. In Proceedings of the LII Congresso Brasileiro de Educação em Engenharia (COBENGE). Associação Brasileira de Educação em Engenharia (ABENGE). DOI: 10.37702/2175-957X.COBENGE.2024.5292
Daniel Moreira Paes Leme, Víctor Aluisio dos Santos Oliveira, and Flávia de Souza Bastos. 2025. PET Recycling for 3D Printing: Construction of an Extruder with Electronic Waste. IOP Conference Series: Earth and Environmental Science 1536, 1 (2025), 012025. DOI: 10.1088/1755-1315/1536/1/012025
Sylvia Libow Martinez and Gary Stager. 2019. Invent to learn: Making, tinkering, and engineering in the classroom. Constructing modern knowledge press.
Aidan P. McAnena, Taylor McClennen, and Hua Zheng. 2025. Patient-Specific 3-Dimensional-Printed Orthopedic Implants and Surgical Devices Are Potential Alternatives to Conventional Technology But Require Additional Characterization. Clinics in Orthopedic Surgery 17, 1 (2025), 1–15.
Katarzyna Mikula, Dawid Skrzypczak, Grzegorz Izydorczyk, Jolanta Warchoł, Konstantinos Moustakas, Katarzyna Chojnacka, and Anna Witek-Krowiak. 2021. 3D printing filament as a second life of waste plastics—a review. Environmental Science and Pollution Research 28, 10 (2021), 12321–12333.
Seymour Papert. 1980. Mindstorms: Children, computers, and powerful ideas. Basic Books, New York.
José Luis Saorín, D Melian-Díaz, A Bonnet, C C Carrera, C Meier, and J De La Torre-Cantero. 2017. Makerspace teaching-learning environment to enhance creative competence in engineering students. Thinking Skills and Creativity 23 (2017), 188–198.
Gualberto de Abreu Soares, Tânia Cristina Rocha Silva Gusmão, and Vicenç Font Moll. 2025. A Educação STEAM/STEM na educação básica brasileira: uma revisão sistemática da literatura científica. ARACÊ 7, 9 (set. 2025), e7947. DOI: 10.56238/arev7n9-092
David Weintrop and Uri Wilensky. 2017. Comparing block-based and text-based programming in high school computer science classrooms. ACM Transactions on Computing Education 18, 1 (2017), 1–25. DOI: 10.1145/3089799
Publicado
27/10/2026
Como Citar
RODRIGUES, Ewerson dos Santos et al.
LabMaker: Conectando educação, inovação e impacto social por meio da cultura Maker. In: WEBMEDIA FOR EVERYONE - SIMPÓSIO BRASILEIRO DE SISTEMAS MULTIMÍDIA E WEB (WEBMEDIA), 32. , 2026, Lavras/MG.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 326-334.
ISSN 2596-1683.
DOI: https://doi.org/10.5753/webmedia_estendido.2026.34132.
