This master thesis presents reflections on Maker Education (EM) in the light of Design practices, as a contribution to deal with the demands and complexities of teaching-learning processes in contemporary times. The emergence of an atypical scenario of social isolation resulting from the pandemic COVID-19, brought a new context to the pedagogical practices of the maker and consequently to this research, requiring that this active methodology could also be analyzed from the perspective of remote education. The qualitative research involved bibliographic and documentary reviews, besides a participant observation. First, definitions and maker premises were raised and founded based on authors specialized in the theme, such as Chris Anderson (2012), Dale Dougherty (2012) and Mark Hatch (2014). Among the premises, practical learning through projects made it possible to establish connections between EM and Design, indicating relevant practices for the development of skills and competences for the 21st century. Three documents that discuss the pillars and perspectives for contemporary education are analyzed. In order to conduct a reflection on the repercussions of EM in practice, two teaching-learning situations were observed and reported: experiences of remote maker classes in a private school and a participant observation in a hands-on project for public schools, both aimed at elementary education. Based on the articulation between the ideas of the authors studied and the data collected, reported and interpreted, reflections are elaborated and a proposal to redesign the remote maker experience is presented as a contribution to creative and participative learning at distance.