IFmaker: cultura maker, bases conceituais e perspectivas no contexto do Ensino Médio Integrado no Ifac/Campus Rio Branco

Abstract

This study, aligned with Research Line 2 – Organization and Memories of Pedagogi cal Spaces in Professional and Technological Education (EPT) and Macroproject 6 – Organization of Pedagogical Spaces in EPT, aims to analyze the contradictions and affinities between the conceptual foundations of Professional and Technological Edu cation and the principles of the Maker Culture, focusing on the context of the Federal Institute of Acre (IFAC). The general objective is supported by three specific goals: identifying conceptual convergences and divergences between EPT and Maker Cul ture based on literature and institutional documents; diagnosing the level of knowled ge of managers and staff regarding these foundations; and proposing an IFMaker Workshop aimed at staff training. This qualitative and exploratory research involved bibliographic and documentary review, as well as questionnaires applied to IFMaker laboratory managers. The results revealed conceptuais gaps in staff training, a pre dominantly technical use of the spaces, and limited integration with the Integrated High School (IHS). As an educational product, the “IFMaker Workshops: Immersion and Fun” was developed, based on Project-Based Learning (PBL), aiming to foster critical appropriation of EPT and Maker Culture principles. The workshop was imple mented with IFAC staff and validated through questionnaires, showing high engage ment, methodological clarity, and replicability potential. The proposal adopts open source principles, encouraging collaboration, adaptation, and sharing of materials. The study concludes that IFMaker laboratories have significant pedagogical potential when articulated with EPT principles, re-signifying technological practices as emanci patory educational actions. It reinforces the importance of continuous training and critical mediation to consolidate Maker spaces as environments for integral, interdis ciplinary, and socially committed learning, aligned with the goals of ProfEPT and the mission of Federal Institutes.