Aprendizagem baseada em projetos, cultura maker e tecnologia digital em um curso técnico em segurança do trabalho

Abstract

This research is linked to the line of Formation and action of the teaching professional and educational practices of the Master's Program in Education at the Universidade do Oeste Paulista (Unoeste). The general objective was to analyze the development of project-based learning in a technical course in occupational safety, using digital technologies and maker culture. The question that guided this research was: What is the impact of project-based learning combined with digital technology and the maker culture within the scope of the technical course in occupational safety? The research methodology was qualitative of the intervention type. Initially, a bibliographical study was developed on project-based learning, the maker culture and the use of digital technology, in order to support the intervention, then the students were divided into teams to explore and discover places, using the google platform Earth, in order to identify issues related to safety and health at work. After analyzing the context, the students defined what was the observed problem, which guided the developed project, outlining an action plan for the creation of a prototype, using the maker culture. The entire path taken during the active project-based learning methodology was recorded on the trello platform. In addition, the researcher observed the entire project development process. After constructing the solution to the problem, in the form of a prototype, each team made a presentation of the route taken during the project, ending with an evaluation of the process experienced in the form of a focus group. Thus, for data collection, during the intervention, several techniques were used considering the steps of the methodology, namely: observation, document analysis of records in Trello and focus group to evaluate the process experienced. For data analysis, the discursive textual analysis approach was used and from the crossing of this with the theoretical framework, four thematic axes of analysis were created: (1) collaborative learning, in which it was possible to identify how much the contribution in a team provides a greater safety and development of the teaching and learning process, (2) contextualized learning, where it brought greater meaning to students by exploring places that could identify real problems related to work safety (3) creation of maker solutions, enabling this hands-on learning , in which it enabled greater articulation between knowledge and know-how, and (4) digital technologies for innovation, in which it reached countless possibilities to explore different realities, providing new experiences, relationships and learning. In this way, the research provided students with new learning experiences and the construction of an itinerary that could develop creativity, a collaborative attitude and innovation, demonstrating the importance of this protagonism in the face of learning and learning to learn.