FORMAÇÃO DOCENTE PARA UMA EDUCAÇÃO MAKER EM ESCOLA MUNICIPAL DE EDUCAÇÃO DE JOVENS E ADULTOS (EJA) DE CALDAS NOVAS/GO

Abstract

This dissertation focuses on Maker Culture in Youth and Adult Education (EJA) and was developed within the scope of a continuing education course for teachers. Its objective was to investigate how Maker Culture can contribute to the continuing education process of teachers in Youth and Adult Education (EJA), promoting innovative, collaborative, and contextualized pedagogical practices, through the creation and application of an educational product aimed at developing active and creative teaching methodologies. Based on the principle of "learning by doing," the research proposed the creation and application of an Educational Product (an online training course on Maker Culture) aimed at teacher training and the integration of active, creative, and collaborative methodologies in the context of EJA. The research, qualitative and exploratory in nature, used questionnaires and content analysis as methodological instruments to understand teachers' perceptions of the use of Maker Culture, based on the guidelines of Bardin (2016), complemented by the perspective of Zabala (1998). The results indicated that the use of Maker Culture contributes to the redefinition of pedagogical practices, strengthening professional identity and expanding the possibilities for innovation in the classroom. Furthermore, it was found that the Educational Product has potential for replication and social relevance, meeting CAPES guidelines for educational products of professional master's programs. The online training course on Maker Culture was conceived as a formative and didactic support material, structured in modules that articulate theory and practice, offering teachers activities, mediation suggestions, and reflective assessment tools. Each module proposes accessible and contextualized experiences, using simple and recyclable materials, which allows for replication in different school realities. The Educational Product, therefore, aims to stimulate teacher and student protagonism, promote engagement, creativity, and authorship, as well as value meaningful learning and the autonomy of adult education educators. It is concluded that integrating Maker Culture into teacher training in Adult Education fosters the development of a creative, critical, and emancipatory pedagogical practice, capable of bridging the gap between theory and practice and promoting meaningful, collaborative, and contextualized learning. This proposal reinforces the commitment of continuing education to transforming educational reality and valuing the teacher as a creator of knowledge.