Espaço maker no contexto acadêmico: uma revisão de literatura e as experiências no Projeto Geo Lab Maker – UNIOESTE – Campus de Marechal Cândido Rondon - PR

Abstract

Maker spaces are configured as environments for practical, collaborative, and experimental learning, oriented toward creation, prototyping, and problem-solving. Inspired by FabLabs and disseminated across different educational contexts, these spaces have been incorporated into schools and universities through technologies such as 3D printing, robotics, augmented reality, and laser cutting and engraving machines. In Geography education, however, the use of these technologies remains incipient and not yet systematically structured, particularly with regard to the production of teaching materials, teacher training, and the mediation of content involving spatial representation and abstract concepts. In this context, this dissertation aims to analyze how maker spaces and their associated technologies have been used in Geography teaching, considering their pedagogical contributions, the teaching materials produced, and the limitations faced in their implementation. The research was developed through a Systematic Literature Review conducted in national and international databases, complemented by a descriptive-analytical examination of the experiences developed within the Geo Lab Maker project at the State University of Western Paraná, Marechal Cândido Rondon campus. The results of the review indicate that 3D printing has been primarily used in the production of three-dimensional models, tactile maps, topographic models, and resources related to Physical Geography, Cartography, and Geosciences. They also highlight its potential to enhance spatial visualization, educational accessibility, and the integration between theory and practice. The experience of the Geo Lab Maker, in turn, demonstrates possibilities for applying these technologies in the production of customized teaching materials, in academic training, and in supporting pedagogical practices in Geography. It is concluded that maker spaces present significant potential to expand the possibilities of Geography teaching, although challenges remain regarding infrastructure, teacher training, curricular integration, and the consolidation of systematic practices in educational contexts.