Makerspaces as educational spaces: an analysis based on an international multiple case study.

Objective: the objective of this article is to analyze how makerspaces present themselves as educational spaces, in an international analysis, in five cities. Methodology/approach: Initially, the article contextualizes the topic and presents the theoretical framework with authors who support the discussion. Next, the methodology that uses a multiple case study, based on data triangulation, is explained. Data processing was developed using Nvivo software, which allowed an analysis of maker culture from the perspective of education and technology. Originality/relevance: Makerspaces are considered a new form of collaborative workspaces, in which people come together to work on personal and/or collective projects, using traditional and/or technological tools. They are present in important cities such as Lisbon, Barcelona and in Brazil they can now be found in the cities of Curitiba, São Paulo, Recife, among others. Main conclusions: it is concluded that the social relations that structure makerspaces result from an intertwining of education, technology, social inclusion and creativity. Contributions to knowledge: the topic investigated contributes to the advancement of knowledge, by presenting a new frontier of research, that is, Makerspaces. It has been demonstrated that educational spaces can present much more consistent results, as they optimize coexistence between system agents. Executive contributions: the study makes it possible to recommend pragmatic actions to obtain desirable results.