Sprint, Brainstorming and Design Thinking revisited as methodological strategies to trigger creative and collaborative projects in the classroom

• Autor(a) principal: Garcia, Marilene Santana dos Santos
• Data de Publicação: 2022
• Outros Autores: Brito, Glaucia da Silva, Morais, Fellipie Anthonio Fediuk de
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/54464
• topic: brainstorming; sprint; design thinking; active methodologies; creativity.; brainstorming; sprint; design thinking; metodologias activas; creatividad.; brainstorming; sprint; design thinking; metodologias ativas; criatividade.

This article highlights part of the research carried out in the professional Master in Education and New Technologies, in a teaching institution and by the research group of a federal public university, which investigate issues related to the design of inclusion and other aspects associated with creative and collective actions for the implementation of interface design projects for applications and podcasts. From a demand to generate new ideas, procedures were applied for this purpose, to supply different educational contexts. The methodology is based on research-application, through which researchers adopt collective practices to develop and apply to more creative design proposals or problem solving (Plomp et al., 2018). After that experience, three procedures or techniques for generating creative ideas and collectively were studied and applied: Brainstorming; Design Thinking and Sprint. In this way, we seek to discuss in this article how procedures to stimulate creativity can serve to engage learners to implement collaborative projects in the classroom or even for different educational needs that seek inter-subjective relationships and interactions. The following authors are highlighted in the theoretical support: Bender (2015); Behrens (2014); Fleith (2001; 2006), Valente and Almeida (2014), Garcia and Czeszak (2019), among others. The results, still preliminary, guide the possibilities of a framework of good practices that align procedures that generate creative ideas, based on the support of active methodologies, for the development of educational projects, as long as the participation of students is considered positive, consistent and engaged.