Cultura maker, fabricação digital e multiletramentos: aplicação de sequência didática de forma interdisciplinar e inovadora na Educação de Jovens e Adultos

• Ano de defesa: 2025
• Autor(a) principal: Serafim, Ruth de Sousa Gondim
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Construcionismo; Multiletramentos; Cultura Maker; Fabricação digital; EJA; Constructionism; Multiliteracies; Maker Culture; Digital manufacturing; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL
• Link de acesso: http://repositorio.ufc.br/handle/riufc/80061

This study addresses the integration of maker culture, digital manufacturing and multiliteracies as an interdisciplinary approach to promote educational innovation in teaching the Portuguese language for Youth and Adult Education. Regarding the aspect of maker culture, it was based on Papert's constructionism, which presents a proposal for an education based on skills such as creative thinking, problem solving, communication, cooperation and collaboration. Maker culture and digital fabrication emphasize creativity, experimentation and building tangible projects, while multiliteracies highlight the development of skills in multiple languages. The integration of these elements promoted an interdisciplinary approach that encourages students to solve complex problems, collaborate on projects and develop cognitive and socio-emotional skills. The present study aimed to analyze how didactic sequences using maker culture, FD and multiliteracies can be integrated into the teaching of the Portuguese Language and promote innovation in Youth and Adult Education. In this sense, the didactic sequence was applied in a school in the city of Fortaleza, in an EJA 4 class, with the aim of encouraging their active interaction with content related to the Portuguese language. For this, the assumptions of qualitative research were used, with an exploratory nature and methodological principles of action research in a didactic sequence. We used some concepts from Content Analysis, from Bardin's perspective, to analyze the data. Data analysis occurred through the application of three phases: 1) pre-analysis; 2) exploration of the material; 3) treatment of results, inferences and interpretation. Maker culture was used as a pedagogical strategy to engage students, promote understanding of concepts and increase interest in the content studied. It was found that this research provided insights and recommendations for pedagogical practice, highlighting the transformative potential of this approach and its implications for contemporary education. As an Educational Product, a website was presented with Portuguese language teaching sequences for EJA.