Full text
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| Author(s): |
Éliton Meireles de Moura
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Faculdade de Educação (FE/SBD) |
| Defense date: | 2019-11-29 |
| Examining board members: |
Belmira Amelia de Barros Oliveira Bueno;
Vani Moreira Kenski;
Roseli de Deus Lopes;
José Armando Valente
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| Advisor: | Belmira Amelia de Barros Oliveira Bueno |
| Abstract | |
This study has the purpose of discussing Teacher Training able to promote the development of competencies to work with the Maker education, under the influence of the Maker Movement. Maker Education is any and every action or activity which, in an educative perspective and by using Technologies, leads to a process of prototyping, construction, or restoration of a product, either physical or digital, where such process is connected to a scientific content. It has been generally but not exclusively taking place in environments of digital fabrication, named makerspaces or Fab Labs. Thus, the research starts with a bibliographical search on Teacher Training using Technology and Maker Education. Data are from a field study conducted between 2015 and 2019 in Program Fab Lab Livre in São Paulo and, also, from immersions in educational Makerspaces in the U.S. states of New York and California. The latter was possible due to a doctorate internship in Stanford University, where I was a Visiting Student Researcher in the Graduate School of Education, in the 2017-18 academic year. Through interviews with professors, lab technicians, tinkers, and makers, and observing the work done by those individuals in the places researched, I sought to understand how teachers would be able, while performing their job in maker school environments, to provide a creative and meaningful learning of the curriculum. Thus, in the data analysis, I first propose a discussion about what it means to manage a maker classroom to then, based on Vasconcellos (2003), come to four fundamental points of such management: time, space, curriculum, and interpersonal relationships. Stemming from the watchful eye to the four points, in the fieldwork, and anchored in Perrenoud (1999), Freire (1996), and Papert (1980), the dissertation moves towards the discussion and formulation of the competencies required by the educative maker practice. Finally, as for developing such competencies, I discuss how to provide Teacher Training that conceive them as to engender a Maker teacher. Amidst this debate, the dissertation presents and validates the assumption that the educational experiences in the process of production with technology, as developed in makers spaces, require a new conduct for the teaching work and its competencies, which in turn leads to rethinking teacher education in order to include a creative and meaning approach to the teaching of the curriculum. As a result of this study, one sees that teachers have little and precariously conducted maker activities in their practice, and, when they do it, they seldom connect such process with the school curriculum. Such conduct ends up in enhancing the cultural distance between the school and the Technologies, however the teacher alone cannot take responsibility for such scenario since this research has also verified that teaching education, in general, have scarcely prepared teachers for a practice with technology. In conclusion, bearing this in mind and based on the new competencies required by the educative maker practice, the research gives a hint of a new Teacher Education which corroborates to retrieve the perception of responsibility teachers have in utilizing the contemporary technological elements while developing a transforming praxis. (AU) | |
| FAPESP's process: | 17/06679-6 - Technological innovation in the popular education: the Maker Movement and the Free Fab Lab of São Paulo |
| Grantee: | Éliton Meireles de Moura |
| Support Opportunities: | Scholarships in Brazil - Doctorate |