Pensando o movimento Maker na formação continuada de professores

• Ano de defesa: 2023
• Autor(a) principal: Bettio, Fábio Garcez
• Orientador(a): Medeiros, Luciano Frontino de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Professores – Formação; Educação permanente; Aprendizagem ativa; Movimento Maker; Tecnologia digital; Inovações educacionais
• Link de acesso: https://repositorio.uninter.com/handle/1/1585

The educational context is undergoing significant changes due to the increasing advancement of technologies and the rapid evolution of information in the global network, where teachers ⸻ digital immigrants ⸻ and education face the challenge of training teachers capable of dealing with students' technological empowerment. This study explores the relationship between the industrial revolution, Education 4.0, and innovative pedagogies, questioning how to train teachers in the present and future in the face of these challenges with a focus on Maker Education. The objectives of this research involve the development of a formative basis that incorporates emerging technologies, the creation of a body of content for the continuous training of teachers, in the form of an educational artifact evaluated by a panel of experts. This research is justified by the need to adopt teaching methodologies that place the student as the protagonist and develop in the teacher a process of continuous learning, making education something permanent, dynamic, and collective, essential to face the challenges of the 21st century. The methodology adopted involves a qualitative approach, bibliographic research, and documentary analysis, characterized as exploratory and adhering to the concepts of Design Science Research. Finally, the artifact produced was submitted to a panel of experts for consideration and adjustments. This dissertation is divided into seven chapters, starting with the introduction that contextualizes the educational landscape. Subsequently, the methodological procedures are briefly described, followed by the theoretical foundation, which addresses essential concepts and methods. The proposal is presented based on analyses of national and international courses, with the main reference being the structures used by FabAcademy. Subsequently, the analysis of evaluations by the panel of experts is discussed, and the artifact is refined. Finally, in the concluding remarks, limitations and challenges in the application of methods and in teacher training are pointed out, highlighting interesting similarities between renowned authors such as Bruner and modern authors like Resnick. The analysis also notes a relevant gap in the literature related to the development of evaluative instruments in the maker context. As a product of this research, we present the creation of an artifact that offers one of the possible solutions for teacher training in an ever-evolving educational landscape in the 21st century.