Designers nas escolas: os desafios de um campo profissional em construção

Abstract

This dissertation is a case study investigating the role of designers as educators in school environments, highlighting the lack of specific pedagogical training for these professionals. The main objective is to understand the implications of the absence of such training and propose ways to address this educational gap. To achieve this, the research employed exploratory methodological approaches, combining a mixed-methods (qualitative and quantitative) investigation with questionnaires, conversations as a research methodology, and an experimental workshop with Design students. The study revealed challenges faced by designer-educators in lesson planning, student engagement, inclusion, and classroom management, all stemming from a lack of pedagogical preparation. As an alternative, the study suggests incorporating pedagogical disciplines into Design undergraduate programs and creating a specific Teaching Degree aligned with contemporary educational demands. The formative experience developed in this research, consisting of discussion circles, debates, and hands-on workshops, demonstrated a positive impact on preparing Design students for teaching roles in schools. Design intelligence has the potential to enrich primary and secondary education, provided that designers receive adequate theoretical, practical, and pedagogical support. The study recommends the development of curricula that integrate Design and Education, fostering an interdisciplinary and innovative approach that enhances students' comprehensive development and prepares them for teaching roles, a professional field emphasized in this research.