Entrelaçamento metodológico: a metodologia ativa design thinking e a gamificação na formação de professores

Abstract

The goal of this research is to implement the Gamified Design Thinking Active Methodology (MADT-G) in the process of continuous professional development for teachers from different knowledge fields through a workshop. To achieve this, it was necessary to discuss teacher continuous education and the contribution of Active Methodologies (AM) on this process, particularly the Design Thinking and Gamification Active Methodologies. In order to create a theoretical foundation on the topics addressed, an exploratory study was conducted to build the theoretical framework. The adopted methodology is based on analytical qualitative analysis, enabling the understanding of the collected data through five steps: compilation, decomposition, recomposition, interpretation, and conclusion. The obtained data reaffirmed the theoretical framework by indicating that, when properly trained, teachers feel more confident and motivated to implement Active Methodologies (AM) in their practices and explore their full potential. The results of the MADT-G Workshop, applied in a synchronous remote modality, with teachers from different knowledge fields, allowed the verification that the proposed methodological intertwining provided an active, collaborative, and teacher-centered learning experience. The applied workshop enabled the development and organization of continuing professional development processes for teachers, integrating theory and practice, while fostering the development of socio-emotional competencies. These processes effectively prepared and motivated teachers to critically reflect on and transform their pedagogical practices on an ongoing basis, in response to the diverse educational challenges they encounter.