This dissertation seeks to investigate the importance of learning by doing, as a way of acquiring and sharing knowledge, through teaching-learning in design. The study revisits the origins of learning by doing, which, combined with existing technologies in different periods of history, were decisive for the development of knowledge (social, economic and technological) of humanity. The research also seeks to present points of convergence between the human evolutionary process carried out by learning by doing and the demands of the current period. The work is part of a parallel between the practice of analog design of the past, with the present-future of the digital age in design, gradually modified with the arrival of the computational revolution and new technologies. According to Klaus Schwab (2018, p.11), the Fourth Industrial Revolution will be responsible for a technological transformation that will change the way we live, work and relate. High-speed Internet will be one of the main drivers of this transformation, allowing access to information and knowledge anytime and anywhere. A change that will require constant adaptations of the traditional teaching model in the teaching-learning process between teachers and designers in training, who will gain more autonomy when stimulated by the practice of learning by doing. In order to carry out this dissertation, a theoretical, documentary and bibliographic research will be carried out, to understand how the practice of learning by doing, associated with new technologies, can help in the training of 21st century designers.