Formação continuada para professores da educação básica a partir da cultura maker: evidências de complicações fleckianas em comportamentos de consumo didático da modernidade líquida

Abstract

The present work aims to organize a continuing training course for teachers of the various curricular components of basic education based on CM that promotes the emergence of Fleckian complications regarding the didactic consumption behaviors of liquid modernity. To this end, we seek theoretical foundations in the reading of contemporary society carried out by the Polish sociologist Zigmunt Bauman, especially based on the concept of ambivalence (Bauman, 1999), and the relationship between the formation of identity and the culture of consumerism (Bauman, 2003; 2005; 2008). Guided by a historical and dialectical materialist perspective, it sought guidance in the values and practices of Maker Culture for the elaboration of activities carried out during the workshops that constituted the continuing education course, promoting the integration of scientific, technological and artistic knowledge, in support of the constitution of a teaching <do= based on the theory/practice relationship, in contrast to the professional conception of the specialist teacher as Contreras (2012) points out. Maker Culture encourages the adoption of values related to <doing=, which the research defends as fundamental to a movement of opposition to the coercion exercised by the economic system in the form of the conception of the specialist teacher, teaching thinking co-opted by objectivism, and pedagogy neotechnicist. The conception of knowledge present in the research is based on the epistemology of the Polish doctor Ludwik Fleck, who provides a social vision for the construction of knowledge based on the experience of the participants and the intra-collective and inter-collective traffic of ideas they bring to the discussion of each activity. Developed during the course. The data were generated from notes made by the researcher during the execution of the activities proposed in the course and from the participants’ statements during a focus group after its conclusion. Based on this theoretical foundation and a Systematic Literature Review (RSL) on the topic of Maker Culture in Teacher Training, we propose a theoretical framework consisting of the concepts: creativity, collaborative/cooperative work and research, to be used as a priori categories in the Analysis Textual Discursive (ATD) used in the treatment of the research corpus. The results highlighted the participants’ awareness of Fleckian complications concentrated around the first two concepts, creativity and collaborative/cooperative work. The absence of notes on Fleckian complications and the deepening of the debate on the third concept, research, showed that the practice of teachers participating in the research is concentrated around the adoption of ready-made teaching materials from third parties to the detriment of the creation of their own solutions and targeted to the particularities of their classes. In this sense, in addition to the educational product characterized by the material for running the workshops, a software/firmware platform was developed with support for the ESP32 microcontroller for the use of the Real Time Research (RTR) technique without the need for connection to the internet, to support the planning of methodologies and teaching materials that make use of RTR as an instrument of recursion and analysis of results of teaching practices.