Design Thinking como metodologia para a formação continuada dos professores de Matemática

Abstract

The object of study of this work is to investigate if the Design Thinking approach is an interesting proposal for modeling an EAD training course and if the pedagogical practices used by teachers during the training bring changes in the classroom practice. In order to answer these research hypotheses, a model of continuing education based on Design Thinking was built for mathematics teachers in the final years of elementary school in the city of Macaíba, contextualized to their needs, seeking to promote professional development based on the reflection of their practices. To outline the entire route, we used Design Thinking for Educators (Instituto Educadigital, 2014) as five bases: Discovery, interpretation, ideation, experimentation and evolution. Each stage of Design Thinking, will compose a stage of training to be contemplated. The initiative of using Design Thinking is to propose to think and create together, collaboratively a training in which the involved ones feel contemplated, making each subject to be active and also responsible for the progress of the training. In addition, in-service training indicates a path in which the teacher does not need to deviate from his pedagogical practice, allowing him to implement what he is learning. The research is outlined as an action research, it follows the research approach is qualitative and as for nature it is characterized by being an applied research. As procedures and instruments, focus groups, questionnaires and interviews were considered. The main contribution of the referred work was the use of the Design Thinking approach adopted more effectively in the construction of a teacher training model and the reflection of their pedagogical practices.