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Os makerspaces como ambientes pedagógicos inovadores
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Advisor(s)
Abstract(s)
Com o despertar da quarta Revolução Industrial, a aposta em espaços que promovam a aquisição de
competências para o século XXI tornou-se mais apelativa. Os Makerspaces poderão construir um ponto de
viragem na pedagogia, estando em rota de colisão com o tradicional método expositivo e a transmissão de
conteúdos. São espaços de criação cujo propósito visa a transformação da educação. Têm surgido
principalmente fruto da inspiração e voluntariado de alguns professores, no entanto, começamos a assistir
a uma mudança de perspetiva, por parte das entidades responsáveis, verificando-se uma crescente
aceitação e motivação para a criação destes espaços nas Escolas. O objetivo do presente estudo é divulgar
e estabelecer uma definição de makerspaces, promovendo as suas potencialidades e procurando traçar as
linhas principais para a sua implementação, em escolas do 1.º Ciclo do Ensino Básico. Este trabalho tem
por base uma metodologia de revisão narrativa da literatura referente ao tema, com especial incidência
em estudos e relatórios de implementação de makerspaces em ambiente educativo inovador, a nível
nacional e internacional. Um makerspace, será, por excelência, um espaço dotado de recursos, onde os
alunos podem imaginar, projetar, construir e concretizar ideias, elaborar projetos, resolver problemas, de
forma a desenvolverem a autonomia. A avaliação tradicional também não se aplica para verificação da
aquisição de competência e aplicação dos conhecimentos a situações novas. Os métodos de avaliação
devem ser repensados. Nestes espaços cria-se um clima para a implementação de metodologias orientadas
para a aquisição dos skills do século XXI, na área das STEAM, com base no construtivismo e construcionismo
de Papert. Os alunos têm acesso a ferramentas e recursos para planificar e concretizar projetos que tragam
respostas às suas dúvidas ou que lhes permitam dar largas à imaginação, à criatividade. A aquisição de
conhecimentos e o desenvolvimento de competências pode assentar na planificação, construção de
modelos, elaboração de produtos e programação, nomeadamente de robots. Os recursos a disponibilizar
aos alunos vão desde o simples lápis e papel, ao computador, impressora 3D ou cortador laser, conforme
o desenvolvimento cognitivo e o propósito para que são implementados.
With the awakening of the fourth Industrial Revolution, the bet in spaces that promote the acquisition of skills for the 21st century became more appealing. Makerspaces may build a turning point in pedagogy, being on a collision course with the traditional expositive method and the transmission of contents. They are creative spaces whose purpose is the transformation of education. They have emerged mainly as a result of inspiration and voluntary work by some teachers. However, we are starting to see a change of perspective, on the part of the responsible entities, with a growing acceptance and motivation for the creation of these spaces in schools. The aim of this study is to disseminate and establish a definition of Makerspaces, promoting their potential and seeking to outline the main lines for their implementation in Primary Schools. This work is based on a methodology of narrative review of the literature on the subject, with special focus on studies and reports on the implementation of Makerspaces in innovative educational environments, both nationally and internationally. A Makerspace will be, by excellence, a space endowed with resources, where students can imagine, design, build and realize ideas, develop projects, solve problems, in order to develop autonomy. Traditional assessment is also not applicable to verify the acquisition of competence and the application of knowledge to new situations. Assessment methods need to be rethought. In these spaces a climate is created for the implementation of methodologies oriented towards the acquisition of 21st century skills, in the area of STEAM, based on Papert's constructivism and constructionism. Students have access to tools and resources to plan and carry out projects that provide answers to their questions or allow them to let their imagination and creativity run wild. The acquisition of knowledge and the development of competences can be based on planning, model building, product design and programming, namely of robots. The resources available to students range from a simple pencil and paper to a computer, 3D printer or laser cutter, depending on the cognitive development and the purpose for which they are implemented.
With the awakening of the fourth Industrial Revolution, the bet in spaces that promote the acquisition of skills for the 21st century became more appealing. Makerspaces may build a turning point in pedagogy, being on a collision course with the traditional expositive method and the transmission of contents. They are creative spaces whose purpose is the transformation of education. They have emerged mainly as a result of inspiration and voluntary work by some teachers. However, we are starting to see a change of perspective, on the part of the responsible entities, with a growing acceptance and motivation for the creation of these spaces in schools. The aim of this study is to disseminate and establish a definition of Makerspaces, promoting their potential and seeking to outline the main lines for their implementation in Primary Schools. This work is based on a methodology of narrative review of the literature on the subject, with special focus on studies and reports on the implementation of Makerspaces in innovative educational environments, both nationally and internationally. A Makerspace will be, by excellence, a space endowed with resources, where students can imagine, design, build and realize ideas, develop projects, solve problems, in order to develop autonomy. Traditional assessment is also not applicable to verify the acquisition of competence and the application of knowledge to new situations. Assessment methods need to be rethought. In these spaces a climate is created for the implementation of methodologies oriented towards the acquisition of 21st century skills, in the area of STEAM, based on Papert's constructivism and constructionism. Students have access to tools and resources to plan and carry out projects that provide answers to their questions or allow them to let their imagination and creativity run wild. The acquisition of knowledge and the development of competences can be based on planning, model building, product design and programming, namely of robots. The resources available to students range from a simple pencil and paper to a computer, 3D printer or laser cutter, depending on the cognitive development and the purpose for which they are implemented.
Description
Keywords
Makerspaces Educação maker Competências 1º Ciclo
Pedagogical Context
Citation
Fernandes, Liliana; Meirinhos, Manuel (2021). Os makerspaces como ambientes pedagógicos inovadores. In António José Osório; Maria João Gomes; Altina Ramos; António Luís Valente (Orgs.) Challenges 2021, Desafios do Digital: Livro de Atas. Braga: Universidade do Minho. p. 507- 515
Publisher
Universidade do Minho