Design Thinking na formação continuada de professores da educação básica : uma construção coletiva entre pesquisadores e docentes de uma escola estadual do Rio Grande do Sul

• Autor(a) principal: Rathmann, Lúcia Guimarães
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: https://tede2.pucrs.br/tede2/handle/tede/10844
• topic: Formação de Professores; Design Thinking; Colaboração; Inovação na Educação; Teacher; Design Thinking; Collaboration; Innovation in Education; CIENCIAS HUMANAS::EDUCACAO

This dissertation, entitled "Design Thinking in the continuing education of Basic Education teachers: a collective construction between researchers and teachers of a public school in Rio Grande do Sul", aims to analyze the application of Design Thinking methodology in the school environment of a public school in Rio Grande do Sul during a workshop for teachers' continuing education. The research is part of the umbrella project "University-School Connection: Basic Education in the context of the pandemic", which aims to encourage collaboration between researchers and teachers. For this purpose, a study was conducted with a group of 40 teachers who participated in a continuing education workshop based on the Design Thinking method. After the workshop, a questionnaire was applied to explore the teachers' feelings and desires, and their responses were subsequently analyzed and categorized. The results obtained indicate that the Design Thinking approach can stimulate creativity, empathy, and teamwork, as well as favor critical reflection on pedagogical practice. These findings suggest that Design Thinking can represent a promising alternative for the continuing education of Basic Education teachers, providing new perspectives for improving the quality of education. Therefore, it is concluded that the application of Design Thinking in teachers' continuing education can contribute to the development of relevant skills and competencies for teaching practice, as well as foster reflection on the effectiveness of teaching and, consequently, favor the quality of education offered to students.