MAKER ACTIVITIES IN AFTER-SCHOOL PROGRAMS AND THE DEVELOPMENT OF TECHNOLOGICAL SKILLS

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Authors

DOI:

https://doi.org/10.56579/rei.v8i1.2533

Keywords:

Maker Culture, BNCC, Educational Technology, After-School Programs

Abstract

This study examines how maker activities in after-school programs contribute to the development of Competency 5 of the Brazilian National Common Curricular Base (BNCC), which addresses the critical and ethical use of digital technologies. The qualitative research, grounded in the works of Papert (1980), Blikstein (2025), Arusievicz (2023), and Majdenbaum (2024), employed discursive textual analysis to examine 199 posts by instructors from 16 educational institutions in Rio Grande do Sul (2023-2024). The results demonstrate strong engagement in hands-on activities (98.5%), particularly those utilizing Lego (31.4%) and recycled materials (38.2%). However, significant limitations were identified: only 8.1% of activities involved authentic problem-solving, and a mere 1.5% fostered critical reflection on technology. The predominance of replications (67.3%) over original creations (32.7%) suggests the need to redesign workshops to better promote autonomy and critical thinking, thereby fully aligning with the dimensions of BNCC's Competency 5. While maker spaces show potential for pedagogical innovation, the findings indicate a pressing need for greater emphasis on problematization and the critical construction of technological knowledge.

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Author Biographies

Ederson Luiz Locatelli, Federal University of Sergipe | Federal University of Technology – Paraná

Visiting Professor in the Graduate Program in Science and Mathematics Education (PPGECIMA) at the Federal University of Sergipe (UFS). PhD in Education from UNISINOS (2017), with a research line in Education, Development, and Technologies. Master’s degree in Education from UNISINOS (2010), with an emphasis on Pedagogical Practice and Teacher Education. Bachelor’s degree in Philosophy from UNISINOS (2007) and in Pedagogy from Centro Universitário Claretiano (2021). Currently undertaking a postdoctoral internship in the Graduate Program in Teaching of Human, Social, and Natural Sciences at the Federal University of Technology – Paraná (UTFPR). Has teaching experience in Undergraduate programs (on-campus and distance learning), Extension programs (on-campus and distance learning), Specialization programs (on-campus and distance learning), and Professional Master’s programs. Additionally, has developed undergraduate program projects and coordinated extension and specialization courses. Member of the GPe-dU – Digital Education Research Group at UNISINOS/CNPq and of the Convivência e Tecnologia Digital na Contemporaneidade (COTEDIC) group at UNILASALLE/CNPq. Research interests encompass social media, design, digital technologies, teacher education, hybridity, multimodality, virtual worlds, distance education, online education, higher education, and basic education. Has experience in the selection, training, and pedagogical supervision of faculty, as well as in advisory and consultancy services for educational institutions.

Fernanda Costa Arusievicz, Federal University of Rio Grande do Sul

Doctoral candidate in Informatics in Education (UFRGS), with a master’s degree (IFRS) and a bachelor’s degree in Multimedia Pedagogy (PUCRS). Member of the TRAPHU/UFRGS research group and Educational Technologies Coordinator at Sesi RS, leading projects in robotics, STEAM, and educator training. Specialist in innovation, develops instructional materials and formative strategies. Co-founder of the Brazilian Robotics Society.

Rivka Majdenbaum, Federal Institute of Rio Grande do Sul

Master’s degree in Informatics in Education (IFRS), with a specialization in Distance Education (SENAC-RS) and a bachelor’s degree in Multimedia Pedagogy (PUCRS). Has completed extension courses in Makerspace and STEAM at Stanford. Works in teacher training in STEAM, robotics, and maker culture, developing maker spaces, training programs, and innovative educational resources at Sesi RS.

References

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Published

2026-01-17

How to Cite

Locatelli, E. L., Arusievicz, F. C., & Majdenbaum, R. (2026). MAKER ACTIVITIES IN AFTER-SCHOOL PROGRAMS AND THE DEVELOPMENT OF TECHNOLOGICAL SKILLS. Interdisciplinary Studies Journal, 8(1), 01–16. https://doi.org/10.56579/rei.v8i1.2533

Issue

Vol. 8 No. 1 (2026): INTERDISCIPLINARY STUDIES JOURNAL

Section

DOSSIER MAKER CULTURE, TEACHER EDUCATION AND INCLUSIVE EDUCATION: INTERDISCIPLINARY DIALOGUES

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