DESIGN THINKING NA EDUCAÇÃO

CAMINHOS POSSÍVEIS PARA UMA INOVAÇÃO TECNOLÓGICA NÃO ALIENADA

Abstract

This article contemplates the results found in the formative ambience dismembered by research-formation in cyberculture. The objective of the study is to apply Design Thinking from the perspective of creating innovative alternatives to everyday problems related to digital technologies, pointing out possible con-tributions and deficiencies. The corpus consists of four teachers from a municipal public school in Vitória da Conquista, the third largest city in the state of Bahia. The data were produced with the articulation of the devices: field diary and participant observation, as well as the application of the steps (unique for this empirical field) of Design Thinking: recognition, planning, empathy, ideation, prototyping and application. Having as a starting point the challenge “How can we create an attractive and democratic technological classroom?”, the Pequenos Polegares Project was created, contemplating the needs of the school context. In addition, the study points out that Design Thinking, having collaboration, empathy and experience as its pillars, as well as revealing itself in the power of authorship and creativity of teachers, demonstrated to have formative devices in its es-sence, since practitioners from this field empirical tended to reflect and modify their attitudes towards knowle-dge, training practice and education itself. Finally, it stresses attention to the innovation processes that deny contextual alienation and to the marketing appeals that permeate the new proposals presented to contemporary education.