Metodologia Maker: contribuições para o processo de ensino e aprendizagem de estudantes com Transtorno do Espectro Autista

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in the educational environment requires the implementation of innovative pedagogical strategies that meet their specific needs and promote engagement, autonomy, and the development of cognitive, emotional, and social skills. In this context, the Maker Movement (or Methodology) emerges as a very promising possibility, characterized by its "do-it-yourself" philosophy and its emphasis on practical, creative, and collaborative learning. Thus, the objective of this article is to demonstrate how the technological tools, construction practices, and interactive processes of the Maker Movement enrich the teaching and learning process, especially for students with ASD. To this end, we sought to share, in an experience report, services provided in a resource room that utilized the Maker Culture for students with ASD, with theoretical support from national and international literature, using print and electronic publications, and scientific articles from the Scielo database, without specifying a specific time frame, and in Portuguese and English. Studies were found that corroborate the practice found in resource room settings and demonstrate the effectiveness of Maker Culture for autistic students of various ages, as well as other students with and without disabilities or learning difficulties. These results indicate that the practice fosters learning relationships, and it is concluded that it should be included as a practice in a more inclusive school environment.