Paths For The Implementation and Management of School Maker Environments

The development of innovative solutions relies heavily on technical skills, creativity, and the collaboration of diverse teams within supportive environments. While these themes are frequently explored in higher education, they are less prevalent in public high schools. This article examines the implementation and management of Maker Environments in public schools in the State of São Paulo, Brazil, highlighting their role in fostering technical and social skills among high school students. Despite global initiatives introducing makerspaces in schools to encourage practical learning and critical skill development, challenges such as inequitable access to technology and the need for continuous teacher training persist. This study describes a program executed in two phases: the first in 2020 with five schools in São Paulo, and the second in 2022, expanding to eleven additional schools in other state regions. The program aimed to create low-cost School Maker Environments using Project- and Problem-Based Learning (PPBL) to promote a hands-on culture and empower youth. The methodology involved selecting schools through a public call, providing initial in-person training, transitioning to virtual meetings due to the COVID-19 pandemic, and offering continuous support through mentoring. Results indicate that the School Maker Environments significantly improved student motivation and engagement, enhancing skills such as critical thinking, creativity, autonomy, and collaboration. Highlighted projects include technological solutions and social interventions that addressed local community needs, demonstrating the program's impact on practical skill application and community engagement.