A metodologia ativa design thinking na formação continuada de profissionais da educação

Abstract

This research aims to investigate the contributions of the Active Design Thinking Methodology (ADM) for the continuing education of education professionals (coordinators, gets, supervisors and teachers). To do so, it was necessary to approach some considerations about the continuing education of education professionals in contemporaneity, which aimed at the reflective practice as a contribution to a change in pedagogical practice, actively including the Active Methodologies (AM), especially the MADT. Methodology is understood as the process of systematizing actions to achieve a result. Design Thinking can be considered an active methodology, because it works with a creative, collaborative, and experiential process, while allowing the educational professional to actively participate in the construction of results. The methodology used for this research is affiliated to qualitative analytical analysis that enables the understanding of the data collected through five phases: compilation, decomposition, recomposition, interpretation, and conclusion. The results indicated important contributions of MADT in the continuing education process of education professionals, such as the skills acquired, and the paradigm changes revealed by the participants. Even though, the continuing education of education professionals through MADT left traces of a considerable contribution to expand the reflections about an innovative praxis facing the educational challenges, some gaps in relation to facing the new in relation to the implementation of Design Thinking as an Active Methodology need to be discussed, supported, and validated. We conclude that, the observation of the participants of the MADT Workshop in remote and synchronous modality, with the participation of several experts in the field of education, allowed us to verify that the development of the stages (define, interpret, ideate, prototype and visualize) of MADT in the training contributed to the development of empathy problem and creativity, but, mainly, left traces of a considerable contribution to broaden the reflections about an innovative praxis facing educational challenges, but, even so, some gaps in relation to facing the new need to be discussed, supported, and validated.