Cultura Maker como proposta curricular de tecnologia na política educacional da cidade de São Paulo

• Autor(a) principal: Gavassa, Regina Célia Fortuna Broti
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/23611
• topic: Educação Maker; Tecnologia educacional; Educação e Estado - São Paulo (cidade); Maker education; Educational technology; Educational technology; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

It is an enormous challenge to create a curriculum using technologies that meets the specificities of a public school system as immense as that of the City of São Paulo. Such a curriculum proposal needs to demonstrate an understanding of diversity and allow for a collaboration of the protagonists in the articulation of practices with digital culture. This research aims to identify characteristics of the Maker culture in the practices of educators of the Municipal Education System of São Paulo, and in the guidelines for Information and Communication Technologies (TDIC) as documented in "Curriculum of the City - Technologies for Learning" “Currículo da Cidade - Tecnologias para Aprendizagem”, adopted as the educational policy for the use of technologies. This is a documentary methodology research that utilizes banners presented at the 1st Seminar and Show of Technologies “Ação Promovendo a Reflexão" and the curriculum proposal as a study object. The documentary analysis included a review of the literature on the premises of the Maker Culture. Based upon these premises, indicators such as Curiosity, Creativity, Project, Production, Motivation and Engagement, Prototyping, use of Digital Tools, Sharing and Formalization of concepts, were identified that underpin the analysis. These indicators were found in the practices as expressed in the posters created prior to elaboration of the curriculum proposal, demonstrating that the Maker activity, as well as the Maker premises, were already present. In the analysis of the curriculum proposal, it was possible to identify that the document supports Maker as a pedagogical action, despite the need for greater clarity regarding the concept and its application in the curriculum. The proposed reflection could be a contribution to other educational systems as well as be instrumental in the revision of this same curriculum already implemented by the Municipal Education System of São Paulo (RME/SP)