Avaliação formativa e cultura maker na ept: tecnologias digitais como caminhos para uma aprendizagem emancipadora

Abstract

ABSTRACT This study aims to analyze the contributions of Maker Culture and digital technologies to Professional and Technological Education (PTE), considering their potential to promote participatory, critical, and contextualized pedagogical practices. The research is based on a literature review and reflections on the author's teaching practice in Basic Education, particularly in Educational Robotics classes, seeking to understand how active learning methodologies associated with formative assessment can contribute to meaningful and emancipatory learning. The study articulates concepts related to integral human development, student agency, and the integration of theory and practice. Furthermore, it discusses the challenges faced by teachers in the context of contemporary educational transformations and the need to develop more inclusive and innovative pedagogical practices within Professional and Technological Education. The findings suggest that Maker Culture and digital technologies can strengthen students' autonomy, creativity, and active participation, expanding teaching and learning opportunities while fostering more democratic and formative assessment processes. Keywords: Maker Culture; Formative Assessment; Digital Technologies; Student Agency; Professional and Technological Education.