Banca de DEFESA: MARESSA MARIA LEMOS DE SOUSA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MARESSA MARIA LEMOS DE SOUSA
DATE: 05/07/2023
TIME: 09:00
LOCAL: IMD - sala A309
TITLE:

MAKER CULTURE AS A STRATEGY TO DEVELOP READING AND WRITING SKILLS IN STUDENTS: A DIDACTIC SEQUENCE PROPOSAL FOR THE EARLY YEARS OF ELEMENTARY SCHOOL

KEY WORDS:

Maker Culture; Reading and Writing; Didactic Sequence; Portuguese Language.

PAGES: 160
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

The skills of reading and writing constitute a foundation for the good performance of students in all school activities, as well as in the construction of various knowledge indispensable for cognitive, social, and cultural growth. However,  the indexes of learning evaluations evidenced low proficiency in Reading and Writing in Brazil. This problem intensified in the context of the COVID-19 pandemic, in which many students in public schools had to deal with the lack of infrastructure and Internet access to follow the classes. Given this scenario, adopting a pedagogical approach that promotes reading and writing practices in an innovative, meaningful, and playful way in the school environment becomes necessary. In this sense, Maker Culture presents an alternative to promote learning based on practices relevant to the student, encouraging his engagement and creativity through active participation in practical experiences. Therefore, the main objective of this research is to investigate how Maker Culture can contribute to developing reading and writing skills in 4th-grade students in the early years of elementary school in a public school. A Didactic Sequence (DS) was developed and applied to achieve this goal, involving the creation of analogical artifacts and textual production. As a theoretical contribution, this dissertation covers the foundations of the Maker Movement, which inspire the development of methodologies focused on education, Creative Learning, and reading and writing practices through meaningful texts. The study also includes a Systematic Literature Review. The methodology adopted presents a qualitative approach, applied nature, with exploratory research objectives and action research procedures. The instruments used were: observation, questionnaire, student productions, and interviews. As a result, the research presents the DS as an educational product, which contributes to the insertion of the Maker Culture in Portuguese language teaching, allowing its dissemination and improvement. Besides pointing out that the approach provided an engaging learning practice that stimulated the students' creativity and motivated them in textual productions, thus mobilizing their reading and writing skills. Therefore, the study can collaborate with rethinking pedagogical practices, opening space for exploring new opportunities in the teaching and learning process, connecting students with relevant and significant themes, and evidencing the benefits that Maker Culture can offer for education.

COMMITTEE MEMBERS:
Presidente - 3229319 - APUENA VIEIRA GOMES
Interno - 2178446 - DENNYS LEITE MAIA
Interno - ***.503.654-** - KLEBER TAVARES FERNANDES - UFERSA
Externa à Instituição - ANA BEATRIZ GOMES PIMENTA DE CARVALHO - UFPE