MAKER EDUCATION: FROM ANCIENT GREECE TO CONTEMPORARY BRAZIL

Abstract

The article reflects on the evolution of the maker movement in the Brazilian educational context, tracing its roots and educational, philosophical and historical concepts, connecting them to current practices.  With a qualitative approach, it presents an essay and case study through the analysis of the project "The City We Want". It also explores how the different principles of the authors are applied in contemporary maker education. While highlighting the significant contributions of these approaches to the democratization of learning and the development of critical skills, the study also recognizes challenges to be overcome, such as financial sustainability and the specific and complex teacher training required. From a critical analysis, ways for an effective and inclusive implementation of maker practices in Brazilian schools are suggested, highlighting the need for curricular public policies and support for conditions and continuous training of educators.