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Título: PROFESSOR-DESIGNER OF LEARNING EXPERIENCES: WEAVING AN EPISTEMOLOGY TO INSERT DESIGN IN THE SCHOOL
Instituição: PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO - PUC-RIO
Autor(es): BIANCA MARIA REGO MARTINS

Colaborador(es):  RITA MARIA DE SOUZA COUTO - Orientador
WASHINGTON DIAS LESSA - Coorientador
Número do Conteúdo: 28205
Catalogação:  28/11/2016 Idioma(s):  PORTUGUESE - BRAZIL

Tipo:  TEXT Subtipo:  THESIS
Natureza:  SCHOLARLY PUBLICATION
Nota:  Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio.
Referência [pt]:  https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=28205@1
Referência [en]:  https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=28205@2
Referência DOI:  https://doi.org/10.17771/PUCRio.acad.28205

Resumo:
This study examines the Design Based Learning assuming that the way of designers address the complex problems configure a certain kind of intelligence that can be usefully learned in school as a way to prepare students for the challenges of the contemporary adult s life. So, this research explores the Design and Education fields. I discuss the paradigms of contemporary science attempting to outline the Design area as an Artificial Science and as a knowledge field that has its own kno-wledges methods and procedures and can be setting up even as a certain kind of intelligence/cognition. After this, I evaluate how designers think their projects, combining varied and disjointed information, combining the needs of different ac-tors, working in teams etc., and how this kind of reasoning is relevant and goes beyond the very limited scope of design projects. I discuss the paradigms of the emerging educational context that is favorable to postulate integrative, multidimen-sional, flexible, emancipatory and collaborative learning practices, focused on the needs of the context near the school. Then, to discuss the idea that the process of prototyping design solutions favors the production of subjectivities and, therefore, is a relevant learning strategy, I study the inventive cognition notion and I identify it as an approach that favors the perception that the subject and object s dimensions / self and world dimensions are constructed by the action and knowledge in practice. Afterwards, I investigate active learning - Problem Based Learning and Projects Based Learning - as pedagogical proposals aligned with the subjects formation with a global vision of reality, linking learning to real situations and problems, preparing for a lifelong learning. Then, I analyse the characteristics of Design Based Learning and explore how this type of cognition and/or strategy has been inserted into the basic education context, because in some countries it is been tradition by a few decades. So I investigate how different cultures have incorporated design in the curriculum, either as a field of knowledge, whether as a teaching strategy. I made, then, an immersive research through three different approaches: in a school that is been offering the Design course for over 30 years; participating in the planning and implementation of a Pedagogy course; and conducting interviews with students and teachers of Design and Education. After the immersion research, I returned trying to articulate the knowledge and practices learned during immersion by discussing the connections of this research with the concepts of multireferentia-lity, multiplicity and rhizome; and concepts invention and problems conceptions. Then I make approaches between these notions and the learning field, discussing the relevance of working with Design problems during the school learning process. After and closing the focus on learning, I discuss differents approaches to the notion of curriculum, subject, power, culture and society - in an attempt to find the place of Design Based Learning in a perspective that is multicultural and interested in enhancing the role of subjects in relation to the construction of the knowledge . Also, and to give consistency to the discourse of the Professor-Designer of learning experiences, I figure connections between this concept and opportunities to work it in Professor Education, School Daily Life and Continuing Education. This research concludes with the approaches to an Epistemology for Design-Based Learning and thus seek to argue the guiding concepts to put it into practice.

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