Perspectiva maker como uma pedagogia para a formação de professores de matemática: fundamentos socioculturais
Palavras-chave:
formação de professores, educação matemática, pedagogia maker, teoria da objetivação, práticas centraisResumo
Este artigo apresenta uma fundamentação teórica e bibliográfica para a perspectiva maker como uma pedagogia orientada para a formação de professores de matemática, articulando três eixos teóricos principais: o construcionismo de Papert, a Teoria da Objetivação (TO) de Radford e o movimento das práticas essenciais na formação de professores. O artigo critica a apropriação tecnográfica e comercial do movimento maker, argumentando que sua potência pedagógica reside na articulação entre a produção de materiais, a colaboração e a reflexão crítica. A partir de uma perspectiva da TO, propõe-se uma interpretação sociocultural da aprendizagem, centrada nos processos de objetivação e subjetivação mediados pelo trabalho colaborativo. A integração das práticas essenciais e da TO permite compreender a formação de professores não apenas como aquisição de competências, mas também como uma construção ética e identitária. O modelo de formação baseado em práticas essenciais é analisado em paralelo ao ciclo maker, argumentando que a criação, a experimentação e a reavaliação de materiais didáticos podem constituir um poderoso mecanismo de formação. O artigo conclui que uma pedagogia maker, apoiada em TO e práticas centrais, pode fomentar a formação crítica e criativa de professores com foco na equidade social, superando as dicotomias entre teoria e prática, técnica e ética, individual e coletivo.
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