Formação inclusiva de professores em ambiente maker: impactos, desafios e oportunidades

Abstract

Inclusive education in Brazil, supported by legal frameworks and curricular guidelines, demands teachers capable of working in heterogeneous contexts, although gaps persist in initial and continuing training for addressing diversity. In this scenario, Maker Culture emerges as a pedagogical approach aligned with active methodologies and the principles of inclusion, valuing experimentation, collaboration, and student protagonism. Following this understanding, the present study aimed to investigate the effects of inclusive teacher training, developed in Maker environments, on the pedagogical practices of basic education teachers, aiming at the promotion of an equitable and collaborative school culture and the development of a guide focused on teacher training. Thus, it was hypothesized that formative experiences anchored in experimentation, authorship, and collaborative problem-solving could promote significant and sustainable transformations in pedagogical practices, especially in serving students who are the target audience of Special Education. Thus, the research adopted a qualitative, descriptive, and applied approach, with investigations carried out at the Instituto Estadual do Maranhão Desembargador Sarney (IEMA), in São Luís – MA, involving teachers from that institution. Data collection occurred through questionnaires and semi-structured interviews, and the material was analyzed according to the content analysis technique proposed by Bardin. The results indicated that Maker environments are relevant mediators for more dynamic, collaborative, and accessible pedagogical practices, favoring student engagement and reducing barriers to learning. Teachers recognized the potential of active methodologies and Maker Culture for promoting inclusion, especially in serving students with intellectual disabilities. However, the data also showed that this potential is not realized automatically, being dependent on intentional pedagogical planning, ongoing teacher training, adequate infrastructure, and institutional support. Thus, the research hypothesis was partially confirmed, since training in Maker environments proved capable of promoting changes in pedagogical practices, provided it is articulated with continuous training processes and favorable institutional conditions. In turn, as an educational product, an e-book aimed at the continuing education of teachers for inclusive practices mediated by Maker Culture was proposed, focusing on serving students with intellectual disabilities. Considering these aspects, it was concluded that the integration between inclusive education, Maker Culture, and the principles of Universal Design for Learning can contribute to the construction of more flexible, accessible, and meaningful educational environments, provided it is supported by institutional policies, consistent teacher training, and intentional pedagogical planning