Navegando por Assunto "Maker culture"

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Atos e lugares de aprendizagem criativa em matemática
(Universidade Federal do Pará, 2019-06-25) NERI JÚNIOR, Edilson dos Passos; VAZ, Cristina Lúcia Dias; http://lattes.cnpq.br/5829728118120411; https://orcid.org/0000-0003-1583-6129
Acts and Places of creative learning in mathematics is the cartography of experiences and interdisciplinary experiences in places of learning that pontentialize creative learning to autonomous. Acts guided by principles of Maker Culture ("learning by doing") and the STEAM methodology (acronym formed by the initials of the disciplines Science, Technology, Engineering, Art e Math). Places (real or imaginary) that are centers of meaning built by experience, experience as a possibility of something in the affection and touches, to transform who we are and the world around us. The main research goal is to investigate how interdisciplinary actions can help creative learning in math. As starting points of the research elected the Departure Places to present the initial and theoretical milestones that characterized a research. Initial milestones that take to the theme of the dissertation and the theoretical milestones that justify and indicate the results of the research. As theoretical milestones, we adopt the method of cartography such as method of research based in the proposal of cartography of the philosophers Gilles Deleuze and Felix Guattari; The concept of creative learning inspired by the ideas of the educator Paulo Freire and the psychoanalyst Donald Winnicott and the concept of interdisciplinarity proposed by Ivani Fazenda. Thus, the research was fullfilled by a researcher-cartographer who is a subject of interdisciplinary experience and who wishes to follow processes, accomplish creative actions and conditions innovative educational resources with the objective to estimulate e promotion a creative intelligence in higher mathematics. The places chosen for the actions were the Garage, the Atelier and the Gardner House. The Garage proposal is try a "mathematical hands dirty" by prototyping learning objectives in the 3D printer. The Atelier is the space of interdisciplinarity between math, technology and art that objective stimulate sensibility by rereading art and creative productions. At Gardner House, actions are also permeated by the playful, simple pleasure of solving a problem or unraveling a riddle. Finalizing with the Place of the Conflux, place to where to the results of the research converge; a meeting point of the lived experiences and point of opening for new possibilities of research.
Acesso aberto (Open Access)
Práticas maker no ensino de inglês: uma proposta metodológica à luz da BNCC
(Universidade Federal do Pará, 2024-06-11) SILVA, Jaqueline Bastos de Figueiredo; DINIZ, André Monteiro; http://lattes.cnpq.br/5064351890235151; https://orcid.org/0000-0002-4895-7421
The teaching of English in Brazil has been undergoing significant changes since the implementation of the Base Nacional Comum Curricular (BNCC). These changes require English teachers to reflect on their practices and conduct more interactive classes that include social and cultural aspects of the language. In this sense, maker activities (hands-on) have great potential for developing English language learning and socio-emotional competencies through collaboration in team-based manual or digital artifact creation. These practices engage students and promote creative and meaningful language learning. However, because the maker culture is still an emerging trend, it is not widely addressed in undergraduate programs, and its educational potential remains somewhat invisible. Therefore, we raise the following research question: How can we complement the training of undergraduate students majoring in English Language Teaching through the teaching of maker strategies and approaches? Based on this question, the following overall objective was defined: To create a workshop circuit guide with a maker learning proposal (hands-on) linked to English language teaching to enhance the initial training of undergraduate students majoring in English Language Teaching and foster creative and meaningful English language learning. As a result, the Educational Product (EP) titled ‘Make It: A Circuit of Maker Workshops in English Teaching’ was developed. The research includes a bibliography related to maker culture, English language teaching and the BNCC. The methodology outlines the stages of bibliographic research and field study, which involves observing 1st-year and 3rd-year classes in the English Language Teaching program at the State University of Pará (UEPA). The EP workshops were conducted with students from the English Teaching Program of the “Forma Pará” program (UEPA), where observations and a questionnaire were administered. This period was crucial for testing, validation, refinement, and production of the materiality of the EP. Data analysis, combined with the theoretical framework, leads us to believe in the relevance of the EP, with potential for enhancing the initial training of English teachers.