ACTIVE LEARNING AND MAKER CULTURE: EXPERIENCE REPORT WITH PHYSICS WORKSHOPS IN HIGH SCHOOL

Abstract

This article analyzes the results of a pedagogical intervention based on maker culture applied to the teaching of Physics in a full-time public school. The intervention involved the construction of prototypes (popsicle stick bridge and brachistochrone curve) in practical workshops with first-year high school students. The research, of a qualitative and exploratory nature, employed semi-structured interviews and Bardin’s content analysis as the method of data interpretation. The results showed that the maker approach significantly contributed to the development of competencies outlined in the BNCC, such as autonomy, problem-solving, critical thinking, and collaborative work. The study reinforces the potential of maker culture as an innovative and effective strategy for promoting active, meaningful, and holistic learning.