A PRODUÇÃO E UTILIZAÇÃO DE MATERIAIS DIDÁTICO-PEDAGÓGICOS PARA O ENSINO DE CIÊNCIAS PELO VIÉS DA CULTURA MAKER NO ESTÁGIO CURRICULAR SUPERVISIONADO

Abstract

The present research aimed to work on strategies and didactic-pedagogical materials in teaching Science in Basic Education from the perspective of Maker Culture in the classroom during the Supervised Curricular Internship (ECS) and Pedagogical Residency Program (PRP) in a degree in Biological Sciences. The ESC and the PRP are crucial moments in initial teacher training, as they allow immersion and experience in the school and classroom, moments that are important for learning and the beginning of the construction of a teaching identity. This research is characterized as a qualitative approach, in which data collection took place through observation in the school environment and classroom to assess the diagnosis. Subsequently, the intervention was carried out through regency and projects. The entire process was recorded in a field diary. Thus, the ambiance period was marked by careful classroom observation, using observation and dialogue with the teacher to understand which were the most complex contents in science teaching, for subsequent intervention. The results indicate situations that favor teaching learning, since, in addition to the production of teaching materials, the moment of conducting for evaluation in the classroom were situations rich in teaching learning. In effect, the student's experience in the school environment during the ECS provides real contact with their future work environment, an important factor for teaching learning.