EDUCATIONAL ROBOTICS AND MAKER CULTURE IN PUBLIC SCHOOLS

Abstract

The research investigated the barriers and impacts of implementing educational robotics and maker culture in public schools, with the aim of analyzing the challenges faced and the benefits of these methodologies in the teaching-learning process. The methodology adopted was a literature review, in which studies, dissertations, and articles related to the topic were analyzed. The research identified that lack of infrastructure, inadequate teacher training, and limited resources are the main barriers to the effective implementation of robotics and maker culture in public schools. It was also observed that these methodologies have positive impacts on the development of students' skills, such as creativity, critical thinking, and technical skills, in addition to improving learning in areas such as mathematics, science, and technology. However, adapting the school curriculum and resistance to pedagogical change still pose challenges to the full adoption of these methodologies. The final considerations highlighted the need for educational policies that invest in resources, infrastructure, and teacher training to ensure the effective implementation of robotics and maker culture in public schools. The research also pointed to the need for further studies to evaluate the long-term results of these methodologies on students' academic performance.