Banca de QUALIFICAÇÃO: LÍLLIAN FRANCIELE SILVA FERREIRA

SPACE 4.0: Training IFAL teachers to work in maker spaces.

Education; Teacher training; Maker education.

This thesis aims to investigate teacher training for the use of educational makerspaces, 
with special attention to Ifal's 4.0 spaces, which stand out for promoting innovative and creative 
environments through customized containers equipped with cutting-edge technology, such as computers, 
3D printers, drones, solar panels, Robotics and Internet of Things kits. These spaces aim to offer training courses 
aimed at young people aged 15 to 29, focusing on Industry 4.0 enabling technologies. Training teachers to work in 
maker environments requires a different approach from conventional training, requiring integration between 
technology and education, even for professionals with training in the technology area. As highlighted by Valente (2018),
 this training must go beyond technical knowledge, also encompassing pedagogical and curricular aspects for 
a significant integration of technological resources in teaching practice. The specific objectives of this study include mapping
 the scenarios for training teachers to work in maker spaces in Alagoas and Pernambuco, describing the process of 
production and execution of training to work with maker education from the perspective of TPACK (Technological, 
Pedagogical and Knowledge Content), and analyze the didactic transposition of maker training into teaching practice 
in the Espaços 4.0 project, also in light of TPACK maker. The methodology adopted was action research, carried out
 in three phases: diagnosis, intervention and evaluation. As partial results, we present the mapping of 
maker environments visited in Alagoas and Pernambuco, as well as the organization of the first maker 
educator training class held by Ifal. These results contribute to a deeper understanding of teacher 
training for makerspaces and its implications for educational practice.