| dc.description.abstract | The Maker culture responds to a demand for change in society and it`s increseangly present in children and kids’ lifes. Maker culture arrives at Colégio Medianeira, notably, through teachers interested in offering different learning perspectives, by realizing that students do not seem to be motivated anymore in a traditional classroom. Therefore, this research aimed to understand what are the theoretical and pedagogical assumptions of the maker culture and how the maker movement reverberates in the ways of being of students and teachers. To this end, the dissertation made use of the dialogue between bibliographic research and semi-structured interviews, with teachers from Colégio Medianeira who had already carried out maker activities with their students. Through this dialogue, it was possible to point out that: (i) students do not seem motivated in a traditional classroom and this affects the way they relate to knowledge; (ii) there are other teaching approaches that offer different forms of learning, by venting curiosity and dialogue; (iii) the activities developed in the scope of Colégio Medianeira are close to the theoretical and pedagogical assumptions of the maker culture, by pointing out positive results with regard to hands-on learning. By articulating these considerations with the theoretical incursion made, it was possible to build, as an intervention proposal, a formative path, aimed at teachers, for the development of a planning maker. By associating this subjects with the bibliographical research, it was possible to make, as intervention propose, a formative route for teachers, intending the development of a maker planning. | |
