Gomes, Apuena VieiraSousa, Maressa Maria Lemos de2023-09-132023-09-132023-07-05SOUSA, Maressa Maria Lemos de. Cultura maker como estratégia para desenvolver habilidades de leitura e escrita em estudantes: uma proposta de sequência didática para os anos iniciais do ensino fundamental. Orientador: Apuena Vieira Gomes. 2023. 204f. Dissertação (Mestrado Profissional em Inovação em Tecnologias Educacionais) - Instituto Metrópole Digital, Universidade Federal do Rio Grande do Norte, Natal, 2023.https://repositorio.ufrn.br/handle/123456789/54828The skills of reading and writing constitute a foundation for the good performance of students in all school activities, as well as in the construction of various knowledge indispensable for cognitive, social, and cultural growth. However, the low level of learning in reading and writing in Brazil is evidenced by the indices of national and international learning assessments. This problem intensified in the context of the COVID-19 pandemic, in which many students in public schools had to deal with the lack of infrastructure and Internet access to follow the classes. Given this scenario, adopting a pedagogical approach that promotes reading and writing practices in an innovative, meaningful, and playful way in the school environment becomes necessary. In this sense, Maker Culture presents an alternative to promote learning based on practices relevant to the student, encouraging his engagement and creativity through active participation in practical experiences. Therefore, we sought through this research to answer the question that guided this study: Can Maker Culture contribute to developing reading and writing skills in 4th-grade students in the early years of elementary school? Guided by this question, the general objective was: To develop a Didactic Sequence based on the Maker Culture that aims to contribute to the development of reading and writing skills in 4th-grade students in the early years of elementary school in a public school. As a theoretical contribution, this dissertation covers the foundations of Maker Education, Creative Learning and reading and writing practices through meaningful texts. The study also includes a Systematic Literature Review. The methodology adopted presents a qualitative approach, applied nature, with exploratory research objectives and action research procedures. The instruments used were: observation, questionnaire, student productions, and interviews. As a result, the research presents the DS as an educational product, which contributes to the insertion of the Maker Culture in Portuguese language teaching, allowing its dissemination and improvement. Besides pointing out that the approach provided an engaging learning practice that stimulated the students' creativity and motivated them in textual productions, thus mobilizing their reading and writing skills. Therefore, the study can collaborate with rethinking pedagogical practices, opening space for exploring new opportunities in the teaching and learning process, connecting students with relevant and significant themes, and evidencing the benefits that Maker Culture can offer for education.Acesso AbertoSequência didáticaCultura makerLeitura e escritaLíngua portuguesamasterThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO