Author Information
Lígia Maura Delbem, VespeR, BrazilWaldir Siqueira Moura, Federal University of Rio de Janeiro, Brazil
Edgar Delbem, Federal University of Rio de Janeiro, Brazil
Célia Regina Tomachuk dos Santos Catuogno, University of São Paulo, Brazil
Abstract
This paper examines the integration of the Maker Culture into the pedagogical practices of teachers working in the early years of primary education as a strategy for developing socio-environmental competencies aligned with the Brazilian National Common Core Curriculum (BNCC) and the Sustainable Development Goals (SDGs). Adopting a qualitative approach, the study is designed as a case study with action research characteristics and was conducted in a philanthropic school located in the municipality of Tremembé, São Paulo, Brazil, involving five teachers and 94 students. The theoretical framework is grounded in Critical Environmental Education, active learning methodologies, the Maker Culture, and the Educational Psychogenetics proposed by Fr. Joaquim Ferreira Xavier Jr, sjr. The investigation combined a literature review, questionnaires and interviews, teacher training workshops, pedagogical monitoring, and the implementation of sustainable maker practices. The findings indicate that, although teachers recognised the importance of sustainability, their initial practices were isolated and insufficiently integrated into the curriculum. Following the training process, greater interdisciplinarity, increased student agency, and significant changes in socio-environmental attitudes were observed. The study concludes that the Maker Culture, when integrated with Environmental Education and Educational Psychogenetics, represents a promising pathway for pedagogical innovation and the development of critical citizenship in Basic Education.
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