This study investigates how the integration of Maker Education into the pedagogical practices of early years elementary school teachers can strengthen socio-environmental competencies established by the Brazilian National Common Curricular Base (BNCC) and promote sustainable attitudes aligned with the United Nations’ Sustainable Development Goals (SDGs). Conducted in a philanthropic school in Tremembé (São Paulo), the research adopts a qualitative approach that combines case study and action research, involving five teachers and ninety-four students. Methodological procedures included a literature review, questionnaires, interviews, teacher training workshops, implementation of maker-based activities, and continuous pedagogical assessment. Preliminary findings indicate that teachers initially associated sustainability mainly with recycling and punctual practices. After the training sessions, a broader interdisciplinary understanding emerged, along with greater confidence in planning collaborative and hands-on activities linked to the 3R principles (Reduce, Reuse, Recycle). Maker practices—such as creating reusable objects, designing investigative projects, and reusing materials—enhanced student engagement, inquiry-based learning, and the adoption of environmentally responsible behaviors at school and at home. The results suggest that Maker Education fosters pedagogical innovation by connecting learning to real-world challenges and encouraging active, creative, and meaningful student participation. Despite positive outcomes, challenges remain, including time constraints, infrastructure limitations, and the need for continuous teacher development. The study will culminate in an educational e-book to support teachers in implementing sustainable Maker methodologies. Overall, the integration of Maker Education, Environmental Education, and SDGs offers a promising and replicable pathway for advancing sustainability in Basic Education.

Authors:
Lígia Maura Delbem, VespeR, Brazil
Waldir Siqueira Moura, Federal University of Rio de Janeiro, Brazil
Edgar Delbem, Federal University of Rio de Janeiro, Brazil
Célia Regina Tomachuk dos Santos Catuogno, University of São Paulo, Brazil

About the Presenter(s)
Waldir Siqueira Moura is an assistant research professor at the Resurrection VespeR Research and Education Entity. His interests include educational technologies and Digital Humanities. He is currently researching gamification in complex systems.

Connect on Linkedin
https://www.linkedin.com/in/waldir-moura-96572177/

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