Contribuições do design thinking para a formação docente : planejamento de atividade de ensino e aprendizagem

Abstract

Acting in the very stable learning ecosystem of classrooms, there was no need in the past to reflect on the role of teachers as designers of their activities, in fact teachers saw themselves predominantly as carriers and transmitters of the values and knowledge of which our cultures are made. However, things have changed and the current consensus seems to be that teachers can only face these challenges if they adopt the mindset of a designer if they begin to see themselves as designers of learning experiences. But what is perpetuated without the professional teacher realizes, the importance of this reflexive work, what prevents a new vision from being installed in the reflection of their practices, a competence that is clearly important for the exercise of their profession. For this, a new modus operandi is necessary so that this professional can seek a critical and reflexive approach on educational phenomenon. In recent years there has been the emergence and popularization of a design chain called Design Thinking (BROWN, 2010). This chain synthesizes guidelines on designing and solving problems and presents the design thinking as a tool for any professional. Design thinking has been applied in basic education in several countries of the world, including in Brazil to collaborate in the search for solutions to various educational problems. However, many of these practices are documented only with empirical experiential character and are presented on websites and social networks. Our focus is the premises of Design Thinking and the way in which teachers take ownership of them, analyzing from the perspective of the abductive logic present in this approach to the planning of teaching sequences learning in a formative process following the guidelines of the phases of Design Thinking . The delimitation of the study and the research problem was defined by the following question: Can teachers act as designers in the process of planning teaching and learning sequences based on the principles and tools of the Design Thinking approach? We seek to understand how teachers take ownership of the premises and principles of Design Thinking in a training space and to plan teaching and learning sequences; to relate the abductive operators present in the structuring of the proposal of Design Thinking for educators; and, to identify the abductive operators mobilized by the teachers, during the training space from the premises of Design Thinking. We conclude that proposing a methodologically oriented formative moment by Design Thinking through the set of proposed activities and actions proved to be potentially important in providing the tools and offering new ways of acting intentionally and collaboratively in the planning of new solutions to educational challenges and reveal how the change in teachers' interpretive systems can be detected, in particular by examining the iterations of written subjects created by the group of teachers and their conversations captured on video from the viewpoint of abductive taxonomy. At the end of the study we recommend recommendations for future application of the developed models, we suggest that new groups of subjects involve more teachers and different areas, but considering that with a larger group to allow the mobilized abductive operators to be observed so clearly, the degree of influence between individuals and context can be broken down, a greater number of researchers will be needed to work together. It is also necessary to carry out a greater documentation of the practices that are being applied in schools, of studies that point out the use of Design Thinking in basic education in an effective and long-term way.