O uso do design thinking como proposta de inovaçãono ensino fundamental

• Ano de defesa: 2025
• Autor(a) principal: Silva, Wladianne Ferreira da
• Orientador(a): Silva, Willian Fracisco da
• Banca de defesa: Souza, Claudio Alexandre de , Strassburger, Nândri Cândida, Horodyski, Graziela Scalise, Jeremias Junior, Jair
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Tecnologias, Gestão e Sustentabilidade - Mestrado Profissional
• Departamento: Centro de Engenharias e Ciências Exatas
• País: Brasil
• Palavras-chave em Português: Design thinking; Inovação; Educação; Ensino fundamental
• Palavras-chave em Inglês: Design thinking; Innovation; Education; Elementary education
• Área do conhecimento CNPq: ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL
• Link de acesso: https://tede.unioeste.br/handle/tede/7760

This research has the goal of analyzing the contributions that appropriating design thinking knowledge could create for optimizing teaching and learning processes targeted at elementary public school students in Foz do Iguaçu, Paraná. To accomplish its purposes, this work mobilized an operational framework characterized by a methodology of the mixed kind, hence appealing to qualitative and quantitative techniques in both data collection and analysis. The implementation of the first of these forms is thus an action research initiative taking the form of a design thinking workshop with teachers and prospective teachers, as well as students at a pilot school. The second form relied on a survey involving the measurement of students’ grade performance and assessment of their experience after application of the design thinking approach in mathematics. The analysis of findings was conducted by using descriptive statistics and Chi-Square test. A sample made up of 92 elementary school students (from 6th, 7th, and 8th grades) was non-probabilistically selected.Data collection instruments included: the design thinking technique, Experience Reports, the Future Teachers' Evaluation Questionnaire (QAFP), the Design Thinking Applicability Questionnaire (QADT), the Teachers' Evaluation Questionnaire (QAVP), and Individual Teacher Interviews, all applied at the end of the study.The results of this research, through experiences with future teachers, in-service educators, and elementary school students, demonstrated the following outcomes: motivation to adopt pedagogical practices based on active methodologies; improvements in both the educational processes of the participating school and the pedagogical practices of teachers; a renewed perspective from the mathematics teacher on the effectiveness of the approach for specific groups, stimulating more dynamic and participatory learning with a focus on solving real-life mathematical problems and developing analytical and abductive thinking.The above results show that the approach developed competences recommended by the BNCC must be collaboration and empathy, creativity, and work in groups and critical sense which are directly related to 21stcentury skills. He also brought up the potential to make a contribution to the equity and the actual involvement of the learners, noted this was connected to SDG-4.