Education for Sustainable Development (ESD) in Basic Education from a Maker Perspective: A Case Study in a Public School in the Municipality of Sombrio/SC

Objective: This study aimed to promote Education for Sustainable Development (ESD) in Basic Education by using maker culture as a pedagogical strategy. The research sought to align educational practices with the UN 2030 Agenda and the Sustainable Development Goals (SDGs). Theoretical Framework: The study is based on the concepts of Education for Sustainable Development (ESD), maker culture, and the principles of the 2030 Agenda and the SDGs. Maker culture is seen as an approach that fosters creation, experimentation, and collaboration, aligning with ESD by promoting creativity, problem-solving, and awareness of sustainability. Method: The research adopted a qualitative, descriptive, and exploratory approach, conducted in schools in Sombrio/SC in partnership with the Remote Experimentation Laboratory (RExLab). Interactive educational resources and educational games were created and applied to integrate maker culture into the curriculum. Data collection involved observations, pedagogical interventions, and analysis of students' interactions with the developed materials. Results and Discussion: Maker culture increased student engagement, promoted dynamic and collaborative learning, and developed socio-emotional skills and sustainability concepts. Challenges include a lack of teacher training, inadequate infrastructure, and curricular difficulties. Research Implications: It is recommended to invest in teacher training, infrastructure, and institutional partnerships to effectively implement ESD combined with maker culture, transforming learning and aligning it with the demands of the 21st century. Originality/Value: The study innovates by integrating maker culture and ESD, offering a practical and relevant approach to Basic Education, contributing to the formation of conscious and engaged citizens committed to sustainability.