Introdução
The aim of this study is to share with teachers the practice of using Sustainable Development Goals (SDG) as a pedagogical strategy to foster maker education and creative learning. The study has a descriptive nature with a study case of the lived experiences of four groups involving 12 students, conducted in a private institution of middle and elementary education in the municipality of São Paulo. The study becomes relevant through the presented results, being an important contribution to educational advancement.
Problema de Pesquisa e Objetivo
Learning is not merely the result of students' interactions with objects and people around them, but the result of students' engagement in constructing something of their interest. Another important factor is the recognition that simply providing information or assigning tasks is not sufficient for knowledge construction
Fundamentação Teórica
In this context, the "Maker Movement" is associated with sustainability, as it encourages creative solutions to everyday problems, promoting the reduction and reuse of materials in its productions, as well as proposing the observation of material conditions, new uses, and improvements. In this sense, guiding documents such as the National Common Curriculum Base (BNCC), the SDGs, and the Education for Sustainable Development (ESD) program are essential for pedagogical planning.
Metodologia
The study has a descriptive nature with a case study, conducted in a private elementary and high school institution in the city of São Paulo, from March to December 2023. Given the relevance of the topic, a case study of using the SDGs to promote maker education and creative education can provide significant contributions to teachers and educators interested in the subject, with the possibility of furthering studies already conducted.
Análise e Discussão dos Resultados
The projects developed were treated as possible solutions to real problems in which the students were directly or indirectly involved. For example, one of the students was on the north coast when the landslide with many fatalities occurred, and for him, the proposed solution held real value for society, leading the other group members to share the same perception and consequently engage in the construction of a solution.
Considerações Finais
The use of the SDGs as an initial part of activities, combined with the fact that students have personal stories reflecting societal problems, gives meaning and importance to the search for a solution and prototyping in generating knowledge for students.
Referências
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking skills and creativity, 8, 80-91.
Valente, J. A., & Blikstein, P. (2019). Maker education: Where is the knowledge construction? Constructivist Foundations, 14(3), 252-262.
Blikstein, P., Walter-Herrmann, J., & Büching, C. (2013). Digital Fabrication and ‘Making’in Education. FabLab Of Machines, Makers and Inventors, 203-222.
Campos de Almeida, A. D., Wunsch, L. P., & Martins, E. B. (2022). Aprendizagem criativa e a educação mak