A cultura maker na educação: perspectivas para o ensino e a aprendizagem de matemática

Abstract

This work presents a bibliographical survey and documental analysis of pedagogical experiences that used the maker culture in the teaching and learning process of mathematics. The objective of this work is to identify the contributions of the maker culture in the process of teaching and learning mathematics, aimed at elementary and high school classes, as well as educational practices that have the maker culture and its contributions as methodologies. The methodology was organized in order to identify research experiences and teaching and learning practices in mathematics from the perspective of maker culture, based on articles, dissertations, research and experience reports. Seven articles were selected, in which, five articles with didactic-pedagogical and research experiences, a dissertation on work carried out in the maker space (specific laboratory) and an article on the maker culture directed to the BNCC. From the analyzed reports, it was found that for schools to develop maker activities it is not necessary to have a specific environment or large invested infrastructure, since the teacher is the main mediator of these practices and the students, involved in the process, feel if motivated to research, study and build their knowledge. The research was also supported by theoretical references that deal with Papert constructionism (considered the pioneer of the maker movement) and some perspectives that transform the relations of students' autonomy in educational processes, considering the main currents that permeate inspired teaching methodologies or immersed in maker culture. It is concluded that the maker movement presents itself as one of the pedagogical possibilities of a pedagogical way of inserting the student into the teaching and learning process, placing him as the author of the construction of his knowledge.