Banca de QUALIFICAÇÃO: MARESSA MARIA LEMOS DE SOUSA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MARESSA MARIA LEMOS DE SOUSA
DATE: 28/09/2022
TIME: 14:00
LOCAL: por videoconferencia
TITLE:

MAKER CULTURE: A PROPOSAL TO STIMULATE MEANINGFUL LEARNING AND READING AND WRITING SKILLS IN THE EARLY YEARS OF ELEMENTARY SCHOOL

KEY WORDS:

Maker Culture; Meaningful Learning; Reading and Writing.

PAGES: 80
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

The skills of reading and writing are a foundation for students' good performance in all school activities, as well as in the construction of the various learning experiences that are indispensable for cognitive, social, and cultural growth. However, the low rate of learning in reading and writing in Brazil can be observed in national and international learning evaluations. This problem intensified in the context of the pandemic, in which many students in public schools had to deal with the lack of infrastructure and internet to access classes. In this context, an approach that works with reading and writing practices in an innovative, meaningful, and playful way in the classroom, besides enabling interaction with Information and Communication Digital Technologies (ICDT), becomes increasingly necessary. Thus, Maker Culture shows itself as an alternative for the adoption of learning based on practices that make sense to the student, seeking to increase his engagement in class, participating in the construction of his knowledge and using technologies in a critical and reflective way. Maker Culture is an approach that emerges as a great ally to learning, where practical experiences are used to find solutions to problems, through the creation, construction or modification of objects/products (technological or not) in a collaborative way. That is, the "learning by doing". This research aims to investigate how the use of Maker Culture in the educational context can contribute to stimulate meaningful learning and reading and writing skills in 4th grade students of the Early Years of Elementary School through the application of Teaching Sequences that involve the creation of artifacts (toys and animated stories) and text production. Thus, through a qualitative research, of applied nature, with exploratory and descriptive research objectives, with action research procedures, the general objective of this work is to develop didactic sequences based on Maker Culture to stimulate meaningful learning and reading and writing skills in 4th grade students of the Early Years of Elementary School. The discussions about the concepts of constructivist theory, the constructionist approach, meaningful learning, creative learning, Maker Culture, and reading and writing will be used to support and interpret the empirical data. For the data collection and construction procedure, aiming at content analysis, the following methodological instruments will be used: questionnaires, practical activities, observation, and interviews. The proposal will be applied in a 4th grade class of the Elementary School, in a public school in Natal. The Didactic Sequences developed in this study, as well as the students' productions will help in the elaboration of a Didactic Guide, aimed at teachers of the Beginning Years of Elementary School. It is hoped that the research will, in the medium term, contribute to improving the students' reading and writing skills, achieving results that will subsidize new pedagogical practices, thus seeking to guarantee more meaningful learning for the students involved.

COMMITTEE MEMBERS:
Presidente - 3229319 - APUENA VIEIRA GOMES
Interno - 2178446 - DENNYS LEITE MAIA
Interno - ***.503.654-** - KLEBER TAVARES FERNANDES - UFERSA