Perspectiva maker como uma pedagogia para a formação de professores de matemática: fundamentos socioculturais

Resumo

This article presents a theoretical-bibliographic foundation of the maker perspective as a pedagogy aimed at the training of mathematics teachers, articulating three main theoretical axes: Papert's constructionism, Radford's Objectification Theory (OT) and the movement of core practices in teacher education. The marketing and technicist appropriation of the maker movement is criticized, arguing that its pedagogical power lies in the articulation between material production, collaboration and critical reflection. From OT, a sociocultural reading of learning is proposed, centered on the processes of objectification and subjectivation mediated by joint work. The integration between core practices and OT allows us to understand teacher education not only as the acquisition of skills, but also as an identity and ethical construction. The training model based on central practices is analyzed in parallel to the maker cycle, arguing that the creation, experimentation and reevaluation of didactic materials can constitute a powerful training device. The article concludes that a maker pedagogy, supported by OT and central practices, can foster a critical, creative teacher education focused on social equity, overcoming dichotomies between theory and practice, technique and ethics, individual and collectivity.

Dados da obra

Tipo

Artigo

Periódico

Revista Catarinense de Educação Matemática, v. 5, n. 6

Ano

2026 (2026-03-20)

Palavras-chave

maker culture; maker education; mathematics teacher education; constructionism; Papert; objectification theory; Radford; core practices; sociocultural theory; teacher identity; teaching materials; collaboration; critical reflection; educational equity

Temas

Formação de Professores de Matemática

DOI

10.37001/recem.v4i5.4732

ISSN

2965-0267

Licença

cc-by

Acesso

Download disponível

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026