Ambientes de aprendizagem inovadores e ambiências criativas em espaços makers escolares

Abstract

In recent decades, the educational context has undergone transformations in the teaching-learning process. The traditional school gradually surrenders to the models of innovative schools, with student-centered methodologies, since knowledge occurs through the construction of thought in which the student becomes active and produces his own knowledge. However, the construction elements and furniture of these environments have changed little, with the traditional classroom predominating in most schools, with chairs in a row, facing the board and with little interaction between students. From this perspective, this research aims to understand how innovative learning environments potentially contribute to the teaching-learning process of children. For this, two schools from the private education network of the municipality of João Pessoa/PB were chosen, which propose innovative theoretical-methodological approaches. It consists of a descriptive, exploratory and qualitative research, with a multi-method methodological approach and the use of several approaches and tools for collection. The methodology was divided into 4 stages: 1 – Literature Review, through the Systematic Literature Review; 2 - Built Environment, based on 3 interrelated phases, Phase 1 - Selection of the Learning Environment, with the visit and selection of an innovative learning environment per school; Phase 2 - Environmental Analysis, through the walkthrough and the Semi-Structured Interview with key people; and Phase 3 - Identification of the Spatial Configuration, based on the General Ergonomic Guidelines and Technical Specifications of the Conceptual Model of the Learning Environment - CMLE by Sarmento (2017); 3 – User Perception, with the application of the Behavioral Map (centered on the place) and Visual Selection with the teachers; and finally, 4 – Data analysis and discussions, bringing an overview of the environments analyzed, highlighting the main findings in the Discovery Matrix and the elaboration of the Design Guidelines for Innovative Maker Spaces Learning Environments, based on the intersection between Innovative Learning Environments and Creative Environments, and the technical visits carried out in other institutions. In the results, it was understood that the Maker Spaces analyzed are very rich for the teaching-learning process, as well as the spaces of the institutions visited, taking into account the innovative learning environments and the creative ambiences, generating the DGIMSLE, in order to contribute to the conception of projects aimed at these spaces. It is concluded that innovative learning environments, such as the Maker Spaces, in schools, provide several stimuli and creative environments that enhance the teaching-learning process in a significant way.