Cultura maker e ensino de Física: potencializando a aprendizagem da Física em uma escola de tempo integral em São Luís

Abstract

This dissertation addresses the concept and principles of Maker Culture and its application in the teaching of Physics within the context of active and contemporary methodologies. The main objective is to investigate how the integration of Maker Culture premises can enhance Physics learning in high school, particularly in a full time public school in São Luís, Maranhão. The study was conducted at Centro Educa Mais João Francisco Lisboa, selected for its characteristics that favor practical and interdisciplinary activities, allowing flexibility in time management and diversification of teaching strategies. The aim was to understand factors that interfere with efficient learning of Physics. Revised the literature that deals with Maker Culture in education. A pedagogical intervention was carried out based on Papert's Constructionism theory (1994) and referencing Pereira (2019). The activities involved the construction of models to facilitate the understanding of physical phenomena, alongside the maker approach. The research also relies on the theoretical frameworks of Freire (1987) and Dewey (1959), who advocate active student participation, dialogue, and practical experience as central to the learning process. Qualitative and interventionist in nature, the research involved students from the 1st year of high school. Data collection was conducted through pre- and post-activity questionnaires, oral interviews, and non participant observation. Data analysis followed Bardin's Content Analysis (2011), allowing the identification of students' perceptions of maker activities and their impact on learning. The triangulation of data ensured greater validity and reliability of the results. The results indicate that maker activities stimulated student protagonism, improved understanding of Physics concepts, and developed socio-emotional competencies such as creativity, collaboration, and autonomy. A positive impact was observed on students' self-confidence when dealing with problem situations in practical contexts and on engagement in Physics classes. As a final product, an e-book was developed with suggestions for maker activities for teaching Physics, aligned with the competencies and skills of the National Common Curricular Base (BNCC). This material offers practical guidance for teachers interested in applying the premises of Maker Culture, promoting effective learning aligned with contemporary educational demands.