Maker-centered learning and socio-emotional development

theoretical evidence for transformative education

Abstract

This article investigates the impact of maker culture on the development of students' social, emotional, and cognitive skills, aligning with the educational demands of the 21st century. Grounded in the BNCC (Brazilian National Curriculum Base), Seymour Papert's constructionism, and Maker-Centered Learning, the qualitative research indicates that maker projects have the potential to promote cognitive (critical thinking, creativity, and problem-solving) and socio-emotional (resilience, empathy, cooperation, and autonomy) competencies. The study also discusses the applicability of the approach in different contexts, pointing out challenges such as teacher training, infrastructure, and curricular integration. It concludes that maker culture has potential as a transformative pedagogical strategy, provided it is implemented with pedagogical intentionality and adequate institutional support. A possible negative aspect lies in the maturation time for the implementation of the tool. This article concludes with a brief overview and addresses future work.