Loading...
Publication
A cultura e metodologia maker na formação de professores: uma proposta criativa, interdisciplinar, inovadora, sustentável e inclusiva
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 483.2 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Cabe à Universidade e à Escola, enquanto instituições de formação inicial e contínuada de professores, repensar as formas de ensinar e aprender, potencializando um movimento de inovação pedagógica da nova geração, para compreender e superar os desafios e problemas locais e globais. Neste sentido esse estudo tem como objetivo trazer reflexões sobre a prática da cultura maker, como ferramenta e pedagogia do movimento de inovação pedagógica, contribuindo para a resolução de problemas societais, na perspectiva sustentável, como propõe a Educação 5.0. A metodologia utilizada foi a teórica bibliográfica com revisão narrativa (Rother, 2007), cuja análise da literatura, é da interpretação crítica pessoal das autoras, a partir de seus repertórios investigativos e práticos. O estudo permitiu concluir que a cultura e metodologia maker, enquanto abordagem educativa, pode apoiar a mudança pedagógica que tanto se busca no sentido de um currículo humanista, visando a aprendizagem criativa, ativa, interativa, inovadora, interdisciplinar, inclusiva, equitativa, sustentável e no sentido de habilidades, atitudes e valores.
It is up to the University and the School, as institutions of initial and continued teacher training, to rethink the ways of teaching and learning, enhancing a movement of pedagogical innovation of the new generation, to understand and overcome local and global challenges and problems. In this sense, this study aims to bring reflections on the practice of maker culture, as a tool and pedagogy of the pedagogical innovation movement, contributing to the resolution of societal problems, in a sustainable perspective, as proposed by Education 5.0. The methodology used was bibliographic theory with narrative review (Rother, 2007), whose literature analysis is the authors' critical interpretation, based on their investigative and practical repertoires. The study allowed us to conclude that the maker culture and methodology, as an educational approach, can support the pedagogical change that is so sought towards a humanistic curriculum, aiming at creative, active, interactive, innovative, interdisciplinary, inclusive, equitable, sustainable learning and in the sense of skills, attitudes, and values.
It is up to the University and the School, as institutions of initial and continued teacher training, to rethink the ways of teaching and learning, enhancing a movement of pedagogical innovation of the new generation, to understand and overcome local and global challenges and problems. In this sense, this study aims to bring reflections on the practice of maker culture, as a tool and pedagogy of the pedagogical innovation movement, contributing to the resolution of societal problems, in a sustainable perspective, as proposed by Education 5.0. The methodology used was bibliographic theory with narrative review (Rother, 2007), whose literature analysis is the authors' critical interpretation, based on their investigative and practical repertoires. The study allowed us to conclude that the maker culture and methodology, as an educational approach, can support the pedagogical change that is so sought towards a humanistic curriculum, aiming at creative, active, interactive, innovative, interdisciplinary, inclusive, equitable, sustainable learning and in the sense of skills, attitudes, and values.
Description
Keywords
Formação inicial e continuada de professores Cultura e metodologia maker Inovação pedagógica Inclusão escolar
Citation
Gonzaga, K., Graça, V., & Quadros-Flores, P.(2024). A cultura e metodologia maker na formação de professores: uma proposta criativa, interdisciplinar, inovadora, sustentável e inclusiva.Dialogia, 50, 1-19, e27733. e-ISSN: 1983-9294. https://doi.org/10.5585/50.2024.27733