Vivências colaborativas interdisciplinares na formação inicial de professores na Ufopa: da cultura maker a fazedores amazônicos sustentáveis

Abstract

In the Amazonian context, despite a region rich in biodiversity, most of the public schools are in precarious teaching conditions and with little access to public policies. In addition, it is observed in the classroom: unmotivated students, outdated teaching techniques, limited relation of content with reality and, on the other hand, teachers who experience unprepared formations to face new contemporary challenges. Faced with this educational problem, the present study investigates the contributions of practices of the maker culture from the principles of the hacker culture, shaped by the sharing, knowledge and freedom, in the initial teacher education of the Institute of Educational Sciences (ICED) of UFOPA, through collaborative interventions from the university classroom to educational spaces, in order to corroborate with the role of educators as subjects critical, reflexive and participatory citizens, both in the process of building knowledge and in their experiences and socio-cultural identity. This research with a qualitative approach, of the collaborative research-action type, dialogues theoretically with Freire (1996), Pretto (2008), Veiga (2008), among others. Participating subjects entitled Amazonian doers were ICED undergraduate students in two modules of Interdisciplinary Training I: Interaction at the Royal Base (IBR) and Integrative Seminars I (SINT I), during the researcher's teaching period (DS / CAPES scholarship holder), under the supervision of her supervisor, responsible for the modules in these phases of the research. In order to delimit the study sample 120 students were enrolled in these modules in the 2016.1 and 2017.1 semesters, with classes 2014, 2016 and 2017 of Licenciate in Educational Informatics (LIE) and other undergraduate students. The study is bibliographical, documentary and has adopted intervention processes with empirical bases. It had the use of logbook and recording of videos and images of the researcher, as well as the testimonies and other digital resources registered by the participating scholars. The results were analyzed together with all material collected in the empirical study by the technique of Content Analysis. In the course of the training, in the interactive classes to the interventions of the community projects by the students, completed in the three phases of the research, have already brought reflections about this methodological rearrangement of collaborative learning that not only impacts, revives and transforms teachers in this educational process, as it inspires them through so many educational difficulties, challenged to rebuild new possibilities for teaching and learning that lead to local social and environmental transformations. The maker culture from a hacker perspective delineated by collaborative learning begins to gain evidence in the educational scenario, and can involve in an engaging and disruptive way, educators in training networks with teaching practices that involve socio-educational activities with the critical appropriation of technologies, socio-environmental perception, creativity and sustainability in the Amazon region.