Projeta – proposta de um recurso em formato de jogo voltado ao gerenciamento de conflitos em ambiente de projeto
Data
2019-02-25
Autores
Pizarro, Carolina Vaitiekunas
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A prática interdisciplinar do design desenvolvida no cenário dinâmico da atualidade exige dos designers, para além de suas competências técnicas, o aprimoramento constante de suas habilidades de relacionamento interpessoal. Nesse sentido, pode-se afirmar que a gestão de design também abrange a gestão de pessoas. Em ambiente de projeto são estabelecidas relações interpessoais as quais sofrem influência de fatores tais como posturas pessoais, crenças, objetivos e repertórios variados, o que com frequência resulta em embates com potencial para o surgimento de conflitos. Considerando estes aspectos da prática, esta pesquisa teve como objetivo elaborar e avaliar a proposta de um recurso metodológico no formato de jogo que previsse em sua execução a inserção planejada de pontos de pressão nas atividades de projeto com potencial para gerar conflitos, visando seu gerenciamento por parte dos discentes com a colaboração do professor como mediador. A investigação teve início a partir da elaboração de uma revisão bibliográfica sobre os temas pertinentes ao estudo, bem como de uma pesquisa online para identificar junto a designers quais as principais áreas com as quais o design interage e sofre embates em ambiente de projeto. De posse destes dados, foram elaborados pela pesquisadora a mecânica e o design dos elementos que compõem o jogo Projeta. A estrutura do jogo é do tipo cartas e compreende um roteiro de ação dividido em dez etapas dentro das quais os participantes devem desenvolver um projeto a partir de um briefing. Divididos em equipes representantes de diferentes áreas, os participantes devem ser capazes de adequar o projeto a partir de três pontos de pressão inseridos em momentos específicos do jogo, devendo também ajustar sua prática e gerenciar os possíveis conflitos que possam surgir como consequência. Após a realização de um pré-teste com a versão inicial, Projeta foi aprimorado e então submetido ao experimento junto a dois grupos discentes de um curso de graduação em Design, no qual os grupos desenvolveram dois projetos de design, um deles com o uso do recurso – grupo experimento – e outro não – grupo controle. A análise dos dados coletados compreendeu a análise de conteúdo dos diálogos dos participantes; a análise estatística dos questionários por eles respondidos; a análise de conteúdo das discussões realizadas em formato de grupo focal com ambos os grupos e a análise de conteúdo do parecer do especialista, no caso o docente responsável pela disciplina. Os resultados da pesquisa mostraram – entre outros dados – que dos participantes que tiveram contato com o jogo 66,7% concordaram que o mesmo proporcionou mudanças positivas na maneira de projetar, sendo que este índice de concordância cai para 53,8% junto aos participantes que projetaram sem o uso do jogo, ou seja, do modo tradicional adotado no curso. Nas avaliações por parte do docente dos conceitos de projeto produzidos, bem como as notas atribuídas a cada projeto – sendo 8 para o resultante da atividade do Grupo Controle e 9 para o resultante do Grupo Experimento – revelaram que o uso do jogo Projeta impactou positivamente também no resultado dos projetos produzidos por estes alunos, uma vez que o projeto resultante da atividade com uso do jogo se apresentou inovador e organizado quando comparado àquele desenvolvido de maneira tradicional, o que refletiu na nota também superior. Esta pesquisa buscou possibilitar, por meio do jogo, o desenvolvimento ou o aprimoramento de habilidades interpessoais e competências formativas aos futuros designers, intencionando contribuir também para a produção de conhecimento no ensino e na prática interdisciplinar do Design.
The interdisciplinary practice of Design developed in today's dynamic scenario requires designers, in addition to their technical skills, to constantly improve their interpersonal relationship skills. Thus, it can be said that design management also covers people management. In the project environment, many interpersonal relationships are established which are influenced by factors such as personal postures, beliefs, goals and varied repertoires, which often results in clashes with the potential for generate conflict. It is believed, therefore, that consider conflict management as a part of the education process for designers and see it as a real possibility and also as an aspect of the project activity, allows students to become familiar with possible situations of conflict when they go to the work field. This research had as objective to elaborate and validate the proposal of a methodological resource in the game format that predicted in its execution the planned insertion of pressure points in the project activities with potential to generate conflicts, aiming at its management by the students / designers with the collaboration of the teacher/manager as mediator. The research began with the preparation of a bibliographical review on the themes pertinent to the study, as well as an online survey to identify with designers the main areas with which the design field interacts and suffers conflicts in the project environment. With this data, the researcher elaborated the mechanics and design of the elements that make up the Projeta game. The structure of the game is card type and comprises an action script divided into ten stages within which participants must develop a project from a briefing. Divided into teams representing different areas, participants should be able to adapt the project from three points of pressure inserted in specific moments of the game, and should also adjust their practice and manage the possible conflicts that may arise as a consequence of it. After a pre-test with the initial version, Projeta was improved and then submitted to the experiment with two student groups of a graduation course in Design, in which the groups developed two design projects, one with the use of resource - experiment group - and another non - control group. The analysis of the collected data comprised the content analysis of the dialogues of the participants; the statistical analysis of the questionnaires they answered; the content analysis of the discussions carried out in a focus group format with both groups and the content analysis of the expert's opinion, in this case, the expert was the teacher responsible for the discipline. The results of the survey showed - among other data - that 66.7% of the participants who had contact with the game agreed that it provided positive changes in the way they design, and that this agreement rate falls to 53.8% among the participants who designed without the use of the game, that is, in the traditional way adopted in the course. In the evaluations carried out by the teacher of the project concepts produced, as well as the grades attributed to each project - 8 for the result of the activity of the Control Group and 9 for the result of the Experiment Group - revealed that the use of the game Projeta has also positively impacted in the result of the projects produced by these students, since the project resulting from the activity with the game presented itself innovative and organized when compared to that one developed in a traditional way, which reflected in the note also superior. This research aimed to enable, through the game, the development or improvement of interpersonal skills and training skills to future designers, aiming to contribute also to the production of knowledge in the teaching and interdisciplinary practice of Design.
The interdisciplinary practice of Design developed in today's dynamic scenario requires designers, in addition to their technical skills, to constantly improve their interpersonal relationship skills. Thus, it can be said that design management also covers people management. In the project environment, many interpersonal relationships are established which are influenced by factors such as personal postures, beliefs, goals and varied repertoires, which often results in clashes with the potential for generate conflict. It is believed, therefore, that consider conflict management as a part of the education process for designers and see it as a real possibility and also as an aspect of the project activity, allows students to become familiar with possible situations of conflict when they go to the work field. This research had as objective to elaborate and validate the proposal of a methodological resource in the game format that predicted in its execution the planned insertion of pressure points in the project activities with potential to generate conflicts, aiming at its management by the students / designers with the collaboration of the teacher/manager as mediator. The research began with the preparation of a bibliographical review on the themes pertinent to the study, as well as an online survey to identify with designers the main areas with which the design field interacts and suffers conflicts in the project environment. With this data, the researcher elaborated the mechanics and design of the elements that make up the Projeta game. The structure of the game is card type and comprises an action script divided into ten stages within which participants must develop a project from a briefing. Divided into teams representing different areas, participants should be able to adapt the project from three points of pressure inserted in specific moments of the game, and should also adjust their practice and manage the possible conflicts that may arise as a consequence of it. After a pre-test with the initial version, Projeta was improved and then submitted to the experiment with two student groups of a graduation course in Design, in which the groups developed two design projects, one with the use of resource - experiment group - and another non - control group. The analysis of the collected data comprised the content analysis of the dialogues of the participants; the statistical analysis of the questionnaires they answered; the content analysis of the discussions carried out in a focus group format with both groups and the content analysis of the expert's opinion, in this case, the expert was the teacher responsible for the discipline. The results of the survey showed - among other data - that 66.7% of the participants who had contact with the game agreed that it provided positive changes in the way they design, and that this agreement rate falls to 53.8% among the participants who designed without the use of the game, that is, in the traditional way adopted in the course. In the evaluations carried out by the teacher of the project concepts produced, as well as the grades attributed to each project - 8 for the result of the activity of the Control Group and 9 for the result of the Experiment Group - revealed that the use of the game Projeta has also positively impacted in the result of the projects produced by these students, since the project resulting from the activity with the game presented itself innovative and organized when compared to that one developed in a traditional way, which reflected in the note also superior. This research aimed to enable, through the game, the development or improvement of interpersonal skills and training skills to future designers, aiming to contribute also to the production of knowledge in the teaching and interdisciplinary practice of Design.
Descrição
Palavras-chave
Design, Projeto, Gestão de design, Gamificação, Project, Design management, Gamification