Cultura maker digital e o desenvolvimento da habilidades socioemocionais no aprendizado de Matemática

Abstract

The present study aims to answer the following research problem “how the maker culture can contribute to the development of important socio-emotional skills in mathematical learning”, and aims to contribute to reverting the low level of proficiency in mathematics in Brazilian public schools in external evaluations , due in general to the lack of interest of students in mathematics classes, traditional expositions. The course of the research was based on Seymour Papert's Constructionism theory, which presents five dimensions that favor children and adolescents to build their knowledge through mental processes influenced by the use of computers or digital technologies. In order to understand the concepts associated with socio-emotional competences, this research seeks to investigate the emergence of the Maker Culture and how it reached the educational space. For the human being to develop intellectually, it is relevant to note first that factors such as mood, positivism, disappointments, and other aspects associated with the emotional influence on learning. Therefore, the importance of the school thinking about the individual in a comprehensive way and contributing to its scientific formation through the collective construction of knowledge and in many important aspects for its life. In this research, we identified which skills influenced the learning of geometry through technology integrated to the forest environment. The choice of this environment, in addition to taking students to a non-formal learning space, takes into account the context of a public school in the city of Manaus, surrounded by the Amazon rainforest, although many inhabitants are unaware of this reality. The data collected in this research were categorized through Bardin's content analysis. In the methodological aspect, the research presents itself as a participatory research with a qualitative approach. In the first phase of the research, the diagnostic questionnaire clearly indicated an absence of structured knowledge in the geometry content for newly arrived high school students. In the second phase, the students were submitted to a sequence of different activities that had as one of the initial stages a guided visit to the Museum of the Amazon (MUSA), located in the Adolpho Ducke Reserve. In this visit, the students had the task of observing nature and its correlation with Mathematics from a geometric point of view. The other stages of application were guided by these observations. The collected data provided the ability to identify which skills enhanced mathematical learning and which skills should be developed to assist participants in the development of cognitive skills. The results obtained attested to the relevance of developing socio-emotional skills and confirmed that the insertion of Cultura Maker in the context and reality of students, enables mathematical learning in a meaningful way. In addition to learning, the students' engagement and resilience were such that even in the face of numerous difficulties, from access to computers to the unavailability of adequate spaces, we had 100% presence, in the evening and on an absolutely voluntary basis.