A formação continuada de professores : o design thinking como perspectiva inovadora e colaborativa na educação básica

• Ano de defesa: 2017
• Autor(a) principal: Spagnolo, Carla
• Orientador(a): Santos, Bettina Steren dos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Professores; Formação Continuada; Metodologias Criativas
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/7410

This thesis, entitled "The Continuing Teacher Education: the Design thinking as an innovative and collaborative perspective in Basic Education" aims to analyze the contributions of creative methodologies - design thinking (DT) in the continuing education of teachers, in the development of collaboration, creativity and innovative strategies for the professional qualification and for the process of teaching and learning in Public Schools of Basic Education. The methodology used for this study followed the qualitative perspective and a participatory observation type approach, based on the problematic that has involved the contributions of creative methodologies in the continuous formation of teachers. In an attempt to solve this concern, we used data collection, procedural instruments such as semistructured interview, observation, maps and tools belonging to the different stages of the DT and the focal group. The organization and analysis of the data were based on the principles of the content analysis of Bardin (2011), from which emerged two main categories: 1) Continuing teacher education: realities and perceptions; 2) Creative methodologies: the contributions of Design Thinking to the teachers continued education. The theoretical framework that supported this research was built based on the researched subject, in constant dialogue between the authors, theories and personal experiences of the researcher. Among the different authors used, we highlight: Zeichner (1993), Nóvoa (1997-2014), Diaz (1994), Day (2005), Tardif (2013), Henández-Hernández (2005), Demo (2005), Colom (2004), Maturna (1998), Moraes (1997), Morin (2000), Nitzsche (2012), Robinson (2012), Torre (2005, 2003), Vygotsky (1993; 2014). The results have indicated contributions in conceptual scopes, procedures and attitudes revealed by participant teachers. Continuing teacher education, through the creative methodology of Design Thinking in Education, has contributed considerably to providing and enhancing reflections and actions on empathy, creativity, collaboration, and innovative practices in the context of Basic Education, as well as Contributes to the motivation of teachers through the basic needs of autonomy, belonging and competence. The relevance of this work is in the intention to expand visions and open paths to new questions, doubts, reflections and perhaps inspire other realities to develop formations that prioritize the teachers’ collaboration and prominent role. Dealing with learning processes goes beyond linear thinking and practice in human development.