MAKER CULTURE AS A TEACHING AND LEARNING PROCESS IN EARLY CHILDHOOD EDUCATION AND LITERACY

A SYSTEMATIC REVIEW

Abstract

This article presents a systematic literature review aimed at investigating the application of the Maker Culture in the teaching–learning process in Early Childhood Education and literacy. The review was conducted based on the protocol proposed by Kitchenham and the PRISMA methodology, following inclusion and exclusion criteria. Nine articles were analyzed from the Google Scholar, SciELO, CAPES Periodicals Portal, and RENOTE repositories. The results indicate that the Maker Culture transforms learning, making it more active and meaningful by placing the student at the center of the process. This approach fosters the development of skills such as critical thinking, collaboration, and problem-solving, going beyond the mere creation of objects. The study outlines the benefits, methodological approaches, pedagogical strategies, challenges, limitations, maker spaces, and the resistance faced in its educational implementation. It concludes that integrating this approach can significantly contribute to child development and literacy, preparing children for future challenges.