Repensando o Ensino com Novas Tecnologias, Design Thinking e Experiência do aluno: Um Estudo Qualitativo com base em Formação Docente

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Cite as: Bastos, C. A. R., & Siqueira, S. W. M.. (2020). Rethinking Teaching with New Technologies, Design Thinking and Student Experience: A Qualitative Study based on Teacher Education (Repensando o Ensino com Novas Tecnologias, Design Thinking e Experiência do aluno: Um Estudo Qualitativo com base em Formação Docente). Brazilian Journal of Computers in Education (Revista Brasileira de Informática na Educação - RBIE), 28, 573-595. DOI: 10.5753/RBIE.2020.28.0.573

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Title: Rethinking Teaching with New Technologies, Design Thinking and Student Experience: A Qualitative Study based on Teacher Education

César Augusto Rangel Bastos UNIRIO

cesar.bastos@uniriotec.br

Sean Wolfgand Matsui Siqueira UNIRIO

sean@uniriotec.br

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Nas salas de aula é comum ouvir alunos reclamando de aulas monótonas e com metodologias ultrapassadas, enquanto professores reclamam da falta de motivação dos alunos. Este distanciamento entre a realidade dos alunos (imersos em uma cibercultura) com as práticas pedagógicas vem sendo pesquisado para que haja uma integração entre estes aspectos e se desenvolva uma educação de melhor qualidade. No trabalho apresentado neste artigo, investigamos três pilares para esta integração: tecnologia, Design Thinking e Experiência do Usuário. Consideramos um cenário de formação docente (curso) que explora estes três pilares. Seguimos uma abordagem qualitativa, com base em pesquisa-formação. A partir da análise do discurso dos cursistas em fóruns de discussão e relatórios textuais, apresentamos o resultado de sua construção de conhecimento em relação a estes três pilares e destacamos trechos de seus relatos que apresentam reflexões e possíveis mudanças nos conteúdos e práticas pedagógicas, bem como nos sujeitos em formação. Destacamos como principais impactos deste trabalho: o regaste da motivação de professores e alunos, a construção de conhecimento de forma crítica e criativa, e a aprendizagem mais significativa e centrada no estudante.

Palavras-Chave: Formação Docente; Design Thinking; Experiência do Usuário; Pesquisa-Formação

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In classrooms, it is common to hear students complaining about monotonous classes and outdated methodologies, while teachers complain about the students’ lack of motivation. This mismatch between the students’ reality (immersed in cyberculture) and pedagogical practices are subject of research aimed at promoting the integration of these aspects and developing high-quality education. In the work presented in this article, we investigate three pillars for this integration: technology, Design Thinking and User Experience. We consider a scenario of teacher training (course) that explores these three pillars. We follow a qualitative approach based on research-training. From the analysis of discourse of the course participants, we present the knowledge-building process regarding these three pillars and highlight excerpts from their reports that present thinking and possible changes in pedagogic content and practices, as well as in the individuals under training. We highlight as main impacts of this work: the rescue of the motivation of teachers and students, the construction of knowledge critically and creatively, as well as the meaningful and student-centered learning.



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“Sei que pode parecer estranho para o professor, mas você não tem ideia da revolução que estes assuntos estão me proporcionando. Não paro de pensar como posso melhorar minhas aulas e como posso aplicar tudo que aprendi no curso. (...) Não acreditei que fosse aprender realmente algo que pudesse contribuir para o meu dia a dia de trabalho em sala de aula. Estou surpresa! E não tenho dúvidas de tamanha contribuição de tudo o que foi discutido e proposto nas aulas. (...) Anotei tudo (...) para saber o que acontece no mundo digital que pode contribuir para minhas aulas ficarem mais animadas. (...)” GHSRLPHQWR GHXPFXUVLVWD

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“Tudo aquilo que nos foi oferecido [comentando sobre o material do curso] representou uma mudança de paradigma em relação às novas tecnologias que surgiram na sociedade nos últimos tempos, esclarecendo o funcionamento de inúmeros aparelhos e funcionalidades que estão presentes no nosso cotidiano, sem que, muitas vezes, tenhamos percebido isso. Estamos cercados por uma série de possibilidades de aplicação das novas tecnologias ao ensino, o que, necessariamente, não implica no aumento dos custos com a educação ou na aquisição de equipamentos de última geração para as escolas; (...) esta nova fase do processo de ensino-aprendizagem implica, sobretudo, na mudança de postura do mestre em relação aos novos meios de interlocução entre ele e seus alunos, em virtude da possibilidade quase infinita de comunicação e cocriação de conhecimentos por meio da interatividade e do hipertexto.”GHSRLPHQWRGHXPFXUVLVWD

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“A rica troca de conhecimento que me levou a refletir como a tecnologia vem sendo utilizada na educação, se ela vem contribuindo para um processo de aprendizagem mais motivador, participativo, colaborativo e, se seu uso é adequado e contextualizado a realidade dos alunos. Conclui que temos muito que caminhar sobre o uso das tecnologias da informação e comunicação na educação, mas para isso nós educadores precisamos nos capacitar, conhecer e saber como usá-la na prática educacional.”GHSRLPHQWRGHXPFXUVLVWD

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“Ferramentas que agora podem dinamizar as aulas, trazer pra perto o aluno e oferecer um campo de pesquisa coletiva, mas com apreensões pessoais, mergulhar no universo do conhecimento não mais como passivos agentes do saber, mas sujeitos do processo, caminhando ao encontro do objeto com maior segurança e interesse. A ferramenta que antes não conhecia e fiquei entusiasmado para colocá-la em prática em minhas aulas foi o PADLET. (...) Como professor de História vi uma



grande oportunidade de trazer o aluno para minha linha de raciocínio em relação ao conteúdo e dar liberdade para o questionamento, para a desconstrução e reconstrução da narrativa histórica. Com ele as atividades e tarefas passadas aos alunos ficam mais interessantes, a pesquisa mais rápida e sem aquela ideia de cópia de trabalho de terceiros. O painel é autêntico, feito em tempo real com auxílio do professor e colaboração de todos. Com esta ferramenta pude desenvolver dois novos projetos para minhas aulas. Com ela elaborei duas atividades com o tema ‘História do Brasil Colonial’ completamente interativas, atualizadas e empolgantes para mim e meus alunos.” GHSRLPHQWRGHXPFXUVLVWD

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“O curso em si trouxe uma nova luz sobre a minha didática. Comecei a ter várias ideias de como trabalhar meus conteúdos dentro dessa nova didática. Um exemplo, já está sendo utilizada na escola, nos nossos concelhos de classe, estamos utilizando a ferramenta experiencia do usuário para avaliar a didática do professor e melhorar o ensino.” GHSRLPHQWRGHXPFXUVLVWD

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“Estou certa de que irei utilizar DT, aliás, já estou aplicando com meus alunos de 2ª e 3ª séries. Como fiquei muito atraída pelo assunto UX, resolvi ao final do 1º bimestre colocar para os alunos minha proposta de trabalho para o período seguinte e perguntei o que achavam. Fiz questão de ouvir a todos.”GHSRLPHQWRGHXPFXUVLVWD 2VUHVXOWDGRVLQGLFDPTXHRVFXUVLVWDVHQWHQGHUDPDSURSRVWDGHHPSDWLDGHVHFRORFDU QROXJDUGHRXWUDSHVVRDFRPSUHHQGHUVHQWLPHQWRVGHVHMRVLGHLDVHDo}HVGHRXWURLQGLYtGXR QHVWHFDVRRVDOXQRV

“A primeira semana foi para conhecer os colegas de curso – fase de empatia – e discutir sobre as experiências pessoais em sala de aula ou em outros espaços. O fórum intitulado ‘Cheguei na turma’ foi a ferramenta usada pelo tutor para permitir que cada cursista se apresentasse, assim como o fórum ‘Minha prática’ garantiu a troca de experiências. Esta primeira etapa foi importante porque pude perceber que há um grande interesse por parte dos profissionais da Educação em sair do lugar comum e se lançar na construção de novos caminhos, tendo como pavimentação, agora, as tecnologias e suas vertentes”. GHSRLPHQWRGHXPFXUVLVWD

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“As semanas que vivenciei nesse curso expandiram minha visão como educador, e estreitou muito mais a pedagogia que aprendi na



minha graduação de licenciatura com os conhecimentos que já tinha como desenhista publicitário e artístico.” GHSRLPHQWRGHXPFXUVLVWD 'LYHUVRVRXWURVUHODWRVLQGLFDPRXVRGH'7H8;DSDUWLUGRFXUVRHPVXDVDWLYLGDGHV GRVTXDLVGHVWDFDPRV

“(...) Os conceitos de DT e UX passaram a fazer parte do projeto de implementação dos 20% da educação a distância nos cursos presenciais na instituição onde trabalho.” GHSRLPHQWRGHXPFXUVLVWD 7DPEpPWUD]HPRVHVWHWUHFKRGRUHODWRGHRXWURFXUVLVWD

“Vamos colocar em nosso aplicativo uma ferramenta para implantar a experiência de usuário UX. Será um ícone de UX onde poderemos ter as sugestões e comentários no App. (...)Por isso, o uso da UX será relevante durante todo o ano escolar para que ao final de cada ano letivo tenhamos como mensurar os resultados (...).” GHSRLPHQWRGH XPFXUVLVWD

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“Precisamos apoiar e promover espaços de escuta, trocas, criação e efetivos projetos não apenas para o desenvolvimento do aluno, como também para a melhoria do ambiente onde estamos inseridos, a escola.”GHSRLPHQWRGHXPFXUVLVWD

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“Em suma, o curso foi altamente proveitoso e esclarecedor no que diz respeito ao ‘como fazer’ para estimular o aprendizado e torná-lo significativo. Destaco as várias ferramentas das TIs e as diferentes plataformas que podem ser usadas no contexto educacional. Outra questão é a importância da formação continuada dos profissionais da Educação, assim como sua atualização em um mundo totalmente globalizado e imerso em tecnologias. ‘Novas Tecnologias com Experiência do aluno: Design Thinking para educadores’ garantiu uma motivação capaz de ratificar meu compromisso com a participação na mudança de paradigma do mundo da Educação.” GHSRLPHQWR GH XP FXUVLVWD

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