Design para a formação de professores: uma perspectiva do design estratégico para auxiliar a capacitação de professores com relação às competências do século XXI

Abstract

This research seeks to propose design guidelines from the perspective of strategic design that can mobilize Kolb's (1984) experiential learning processes to assist in the competence development of 21st century teachers in higher education at a university located in the metropolitan region of Porto Alegre. To achieve this goal, it was based on concepts of education (DEWEY, 1948; FREIRE, 1979), competences for the 21st century (BORBA, 2019; OME, 2016; SCOTT, 2015), experiential learning (KOLB, 1984) and spiral of knowledge construction (NONAKA; KONNO, 1998). It was also based in design transformations (BUCHANAN, 2015; DESERTI; RIZZO, 2014; KRIPPENDORF, 2006; MURATOVSKI, 2015), in strategic design (MERONI, 2008; ZURLO, 2010), and in metadesign (BENTZ; FRANZATO, 2016; SCALETSKY, 2016). The research had an exploratory character, from a case study took place through document analysis and the development of semi-structured interviews and its method of data analysis was based on content analysis. Thus, the research connected the theoretical bases to the collected data, analyzing the competences to be developed by the institution's teacher training unit. Then, a diagnostic model was developed based on the competences proposed by Borba, (2019). It is suggested that this model should be implemented by the institution to understand the differences between what the institution seeks, what training is done and how teachers are situated. Finally, strategic design was connected to experiential learning and the spiral of knowledge construction to foster the development of competences for teachers using workshops. Thus, guidelines were proposed for the construction of a formative culture for the institution, to develop a strategic design project with a focus on experiential learning through the use of workshops.