Design participativo e colaboração: uma reflexão sobre espaços makers brasileiros e os processos de aprendizagem

• Autor(a) principal: Souza, Paloma Ribeiro de
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/31412; http://doi.org/10.14393/ufu.di.2020.815
• topic: Design Participativo; Design Colaborativo; Colaboração; Espaços Makers; Ambientes de inovação; Participatory Design; Collaborative Design; Collaboration; Makers spaces; Innovation environments; CNPQ::CIENCIAS SOCIAIS APLICADAS; Arquitetura; Aprendizagem

The present dissertation discusses the methodology of Participative Design inserted in Brazilian Spaces Makers, as a way of improving the design and learning processes within these environments. The research starts from the interest in the areas of Participatory Design, Collaborative Design, Spaces Makers as teaching and innovation environments, presenting reflections and clarifications on collaborative design approaches, and their relationship with innovation processes and spaces, based mainly on Lupton's studies. (2013), Chiu (2002), Moraes (2012), Brown (2010), Anderson (2012) and Goya (2019). This framework was used as a basis for the theoretical survey and nderstanding of methodologies, related nomenclatures, differences between maker and fab labs and innovation spaces as learning environments; also to assist during contacts and interviews in the spaces. It also presents a case study about Participatory Design, methods and techniques applied during a design process, following the methodology applied in a discipline taught for the Design course at the Federal University of Uberlândia / MG. The results obtained show how Participative Design works in the academic environment and what are the different configurations and dynamics in the Spaces Makers analyzed. The conclusion addresses some reflections on the relationship between innovation environments and methodologies, and how they can act in a complementary way, contributing to the strengthening of collective learning processes, and expanding the opportunities for dialogue between different actors, in different contexts.