| dc.description.abstract | The information and communication technology, when well applied, facilitates learning, thus
becoming a tool with great potential in the teaching and learning process, as it provides students
with the ability to actively and collaboratively build their own knowledge. Based on Papert's
constructionism, the Maker culture emerges, which presents the proposal of an education based on
skills such as creative thinking, problem solving, communication, cooperation and collaboration.
This research seeks to investigate how Maker culture can provide more meaningful learning in the
teaching and learning process through the application of a didactic sequence. Thus, its general
objective is to analyze the new possibilities of using the Maker Culture with students of the fifth
year of elementary school through the use of a didactic sequence with approach in mathematics; and
as specific objectives, to elaborate a didactic sequence for use in the Maker room; to apply the
didactic sequence with the teacher; and to identify the contributions of Maker culture to the
teaching and learning process. In relation to its nature, it is characterized as an applied research. The
methodological approach can be considered qualitative, and in relation to the objectives, it can be
said that it has nuances in exploratory and action research. In order to carry out the research, a
didactic sequence was developed and applied with the students of the fifth year of elementary
school. After the application of the didactic sequence, the students answered a questionnaire with
closed questions and the teacher answered one with open questions. Then an interview was
conducted with the teacher and the most participative students. The research was conducted in a
private school, located in Parnamirim, which has a Maker room and it is where the researcher
works. The research highlights that the use of the Maker room linked to the use of the didactic
sequence fosters autonomy, collaborative work, encourages problem solving, critical thinking,
student engagement and time management. Thus enabling the development of skills that are not
worked on in traditional education. The research highlights that the use of the Maker room linked to
the use of the didactic sequence, fosters autonomy, collaborative work, encourages problem solving,
critical thinking, student engagement and time management, thus enabling the development of skills
that are not worked on in traditional education. Therefore, the development of practical projects,
through the Maker culture, can make the student's role in the teaching and learning process an
opportunity, making the Maker culture a possible way to be developed in the current educational
system. | |
