This investigation is based on the study of the interdisciplinary relationship between Design and Education, grounded by the research line on Design in Teaching- Learning Situations. Aiming to propose a diversification of methodologies in the school s environment, experience-based learning is presented as a possible approach to contemporary teaching practices. This exploratory research, articulated by the use of the pedagogical resource Inventação, shows how the interactions with the toy were made by a 2nd year elementary private school teacher in the southern zone of Rio de Janeiro. The theoretical support is given by the intersections of the key concepts found in Design in Teaching-Learning Situations with the development of Inventação, aligned with its use in a school setting and the writings of Edwards, Forman and Gandini of the school Reggio Children in Reggio Emilia in Italy, of Cope and Kalantzis on multiliteracy, of David Kolb on experience-based learning and Couto on interdisciplinarity and Design in Teaching-Learning Situations. The reflections developed by this work relate to the interactions between teachers and students in the classroom and the possibility of inserting new pedagogical resources in the daily life of the school context. The study produced by this dissertation goes beyond the toy Inventação and the relationships created in the classroom, it delves into the possible exchanges between the fields of Design and Education.