A utilização da cultura maker e da aprendizagem cooperativa no ensino de Ciências e na Educação de Jovens e Adultos

Abstract

Youth and Adult Education (EJA) emerged with the proposal to include those who did not have the opportunity to start or complete their studies at the right time. Based on the Federal Constitution of 1988 and regulated by the Law of Guidelines and Bases for National Education (Law no 9,394/96), this type of education recognizes that education is a right for all and is essential for the development of critical thinking, social inclusion, and personal and professional development. The National Common Core Curriculum (BNCC) highlights the importance of teaching and learning linked to life, work, citizenship, and culture. However, EJA faces some challenges, such as lack of time, demotivation, and learning difficulties caused by low prior schooling, highlighting the need for innovative pedagogical strategies. Given this, the present study aims to use active methodologies, especially the integration of cooperative learning with maker culture, as a way to promote learning through collaboration and practice. The methodological proposal is qualitative and exploratory in nature, developed in an EJA class and divided into four stages: conversation circle and diagnostic questionnaire, content review, practical activity, and evaluation questionnaire. Based on the constructivist approach of authors such as Piaget (1978), Freire (1996), Montessori (2014), and Resnick (2020), this study seeks to make teaching more meaningful