In the modality of Vocational Education Training (VET), teaching strategies involve
methodologies, techniques and active practices planned and implemented in formal
and informal learning environments in order to access, produce and express the
student's knowledge. Considering that this study focuses on teaching resources and
methodological proposals for the comprehensive transformation of the student, the
overall objective of this research was to enhance the use of the maker culture in
vocational and technological education through the Educa+ Amazonas Program, in
order to make classes more practical, dynamic and interactive for the absorption of the
content covered. Terms such as experimentation, curiosity, stimuli and research are
fundamental for the development of critical thinking in students, who learn through their
own experiences. The theoretical contribution is anchored in the theory of
experimentation and research of DEWEY (2001), in the active methodologies present
in the assumptions of MORAN (2019) and the formative process focused on the work
of SAVIANI (1995). For this, it was chosen the case study in research of applied nature,
with quali-quantitative approach due to the complementation given that enriched the
analysis and final discussions. The data collection was done through semi-structured
questionnaires applied to teachers and students of the technical courses of Computer
Network and Electronics of the Benjamin Constant unit (IBC) of the Technological
Education Center of Amazonas (Cetam). The results presented by the research
showed the need for a manual with teaching strategies for the use of maker culture,
culminating in the preparation of a guide as an Educational Product of the
Postgraduate Programme in Vocational Education and Training entitled "Maker Culture:
a teaching strategy in strengthening the teaching work in VET". Thus, the educational
use of maker culture can become an important methodology in human and integral
training of students.
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