Building an innovative curriculum proposal in basic education from the maker culture

Abstract

This article intends to report and critically reflect the light of theoretical references on the investigative process of the collective construction and development of a Curriculum Proposal for Basic Education, in the period between 2016 and 2019 in a private school in the west zone of the city of Rio de Janeiro, in response to the needs identified in the initial diagnosis carried out, when he assumed the school's pedagogical management, from the socialization of the challenges posed by a new contemporary local and global reality, resulting in practices based on an interdisciplinary curriculum, maker methodology, project pedagogy, sustainability , active methodologies, web curriculum, innovation, technology, serving as a reference for other experiences in basic and higher education, having as theoretical references: Almeida (2005-2006; 2009); Almeida and Silva (2014); Almeida and Valente (2012); Almeida and Silva (2011); Blikstein (2017); Blikstein, Valente and Moura (2020); Valente and Blikstein (2019); Moreira, Morgado and Ramos (2019); Freire (1996); Papert (1980); Rossi, Gonçalves and Moon (2019), and Fazenda (1991).