Dispositivos de Agenciamento na Formação Continuada: Design Thinking e Pensamento Projetual na Educação Básica

Abstract

Built on the exchanges between design and education, this thesis aims to investigate how the methodological approach of Design Thinking and the pedagogical potential of Project Thinking can be useful in the Continuing Training of Basic Education teachers in Rio de Janeiro.The methodology used for this study follows a qualitative perspective and is based on cartography (Kastrup, 2009) as an intervention research method that collects clues along the way; In traversing this path, we emphasized aspects of the analysis of everyday life (Certeau, 1994; Alves, 2019), conversation as a methodology (Nolasco-Silva, 2019), and ethnography (Angrosino, 2009).Marked by the COVID-19 pandemic and the return to in-person classes, this study is contextualized within the fertile academic territory of the DesEduca Lab ESDI/UERJ and the Design & School Research Center.Its theoretical framework surveys literature that studies teacher training and design proposals in this context.It develops with design theories that ground design as an innate cognitive process capable of rationalizing everyday actions and shaping thought.It then undergoes a methodological applicability test, associating Design Thinking and the use of agency dispositifs.And finally, it appropriates the principles of inventive cognition and design-based learning (Martins, 2016) to study pathways for design in basic education.This composition appropriates concepts such as: “inventive learning” (Kastrup, 2001), “learning by designing” (Martins, 2022), “design awareness” (Archer, 2005), “consciousness through design” (Martins; Silba, 2019), “dispositif” (Foucault, 2000; Deleuze, 1988; Kastrup; Barros, 2019; Agambem, 2005), “conversation dispositif” (Anastassakis; Szaniecki, 2016), “agency dispositif” (Martins; Silba, 2022), transformative agency (Sannino, 1996, 2016), “atelierista” (Davoli, 2022) “designerista” and “teacher-designer” (Martins, 2019; Augusto et al., 2022).To conclude the narrative arc, the results of the experiments and discussions about the field are presented.Through the reference of the “Design & School” workshop and the educational networks developed in this cartography, we found theoretical and practical grounding to experiment in the school with the collective construction of an agency dispositif that aimed to mediate and clarify the pedagogical intentions of the team.Integrated into the stages of “Design Thinking” (Burnette, 1993), the formative process mediated by active participation with the dispositif lasted 8 months and included 4 guided actions, 3 presentations of pedagogical complementation, and 1 conversation circle.Never intending to become a set of rules, we conclude this work by commenting on what can be replicated in future designmediated teachers training processes: (1) the inventive construction of agency dispositifs allows for the simultaneous mediation of synchronous and asynchronous actions, extend, deepen, and pollinat the path; (2) Class Councils and other regular meeting spaces, such as the teachers' room, are considered recurring opportunities for continuing education processes; (3) the use of Design Thinking is not a limiting structure, but rather an empowering factor, especially when complemented with studies on inventive cognition and Projectual Thinking.