Educação e design: um diálogo com a produção acadêmica para pensar o currículo e a formação de professores do ensino fundamental I
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Data
2023-02-28
Autores
Santos, José Salustiano dos
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação teve como objetivo trazer uma compreensão sobre Educação e Design, buscando promover um diálogo com a produção acadêmica para se pensar o currículo e a formação de professores do Ensino Fundamental I. Ademais, espera-se compreender como o design pode contribuir como linguagem para o alcance da Cultura Científica nos anos iniciais do Ensino Fundamental; descrever os aspectos simbólicos, estéticos e práticos presente no design; compreender a evolução técnica do design e o contexto histórico do seu currículo/matriz curricular, e Identificar e sistematizar trabalhos que apresentam conceitos e considerações sobre Cultura Científica, além de mapear os estudos e pesquisas que discutem as principais tendências que podem apresentar aproximações do Design com a Educação, dentro do período de 1996 a 2019. A partir desses objetivos, espera-se responder seguintes questionamentos: 1) Como o design pode contribuir com a formação do professor(a)? 2) Como um diálogo entre a Educação e o Design pode trazer novas compreensões da prática escolar? 3) Por que o design pode contribuir para o alcance da Cultura Científica nos anos iniciais do Ensino Fundamental? O percurso metodológico foi iniciado com a seleção e o fichamento dos principais referenciais teóricos que subsidiaram as áreas temáticas da pesquisa, acompanhado de revisão bibliográfica caracterizada por dois mapeamentos realizados na plataforma do Instituto Brasileiro de Informação em Ciência e Tecnologia (Oasis. Ibict), ambos com recorte de tempo de 1996 a 2019. A coleta de dados envolveu a elaboração de instrumentos de pesquisa para a seleção de artigos, dissertações e teses que atendiam a proposta do trabalho, seguido da sistematização e organização dos materiais coletados. A análise se deu de forma descritiva e interpretativa sob os documentos encontrados, que trouxeram um conjunto de referências e conceitos usadas para esclarecer e contribuir com a problematização do tema. Concluindo que foi possível tecer desdobramentos importantes, como, conceitos de produção e difusão do conhecimento acerca da cultura científica, também elementos e recursos utilizados nos processos metodológicos dos materiais analisados que se configuram como artefatos de design. Esses fatores presentes nos resultados do mapeamento abriram novos vieses de estudo, que contribuíram para esta e podem contribuir para futuras pesquisas com temas semelhantes ou correlatos.
This dissertation aimed to bring an understanding of Education and Design, seeking to promote a dialogue with academic production to think about the curriculum and the training of teachers of Elementary School I. In addition, it is expected to understand how design can contribute as a language to the achievement of Scientific Culture in the early years of Elementary School; describe the symbolic aspects, aesthetic and practical present in the design; understand the technical evolution of design and the historical context of its curriculum / curricular matrix, and Identify and systematize works that present concepts and considerations about Scientific Culture, in addition to mapping the studies and research that discuss the main trends that can present approximations of Design with Education, within the period from 1996 to 2019. From these objectives, it is expected to answer the following questions: 1) How can design contribute to teacher education? 2) How can a dialogue between Education and Design bring new understandings of school practice? 3) Why can design contribute to the achievement of Scientific Culture in the early years of elementary school? The methodological path began with the selection and filing of the main theoretical references that supported the thematic areas of the research, accompanied by a bibliographic review characterized by two mappings carried out on the platform of the Brazilian Institute of Information in Science and Technology (Oasis. Ibict), both with time clippings from 1996 to 2019. Data collection involved the elaboration of research instruments for the selection of articles, dissertations and theses that met the proposal of the work, followed by the systematization and organization of the collected materials. The analysis took place in a descriptive and interpretative way under the documents found, which brought a set of references and concepts used to clarify and contribute to the problematization of the theme. Concluding that it was possible to weave important developments, such as concepts of production and dissemination of knowledge about scientific culture, also elements and resources used in the methodological processes of the materials analyzed that are configured as design artifacts. These factors present in the results of the mapping opened new study biases, which contributed to this and may contribute to future research with similar or correlated themes.
This dissertation aimed to bring an understanding of Education and Design, seeking to promote a dialogue with academic production to think about the curriculum and the training of teachers of Elementary School I. In addition, it is expected to understand how design can contribute as a language to the achievement of Scientific Culture in the early years of Elementary School; describe the symbolic aspects, aesthetic and practical present in the design; understand the technical evolution of design and the historical context of its curriculum / curricular matrix, and Identify and systematize works that present concepts and considerations about Scientific Culture, in addition to mapping the studies and research that discuss the main trends that can present approximations of Design with Education, within the period from 1996 to 2019. From these objectives, it is expected to answer the following questions: 1) How can design contribute to teacher education? 2) How can a dialogue between Education and Design bring new understandings of school practice? 3) Why can design contribute to the achievement of Scientific Culture in the early years of elementary school? The methodological path began with the selection and filing of the main theoretical references that supported the thematic areas of the research, accompanied by a bibliographic review characterized by two mappings carried out on the platform of the Brazilian Institute of Information in Science and Technology (Oasis. Ibict), both with time clippings from 1996 to 2019. Data collection involved the elaboration of research instruments for the selection of articles, dissertations and theses that met the proposal of the work, followed by the systematization and organization of the collected materials. The analysis took place in a descriptive and interpretative way under the documents found, which brought a set of references and concepts used to clarify and contribute to the problematization of the theme. Concluding that it was possible to weave important developments, such as concepts of production and dissemination of knowledge about scientific culture, also elements and resources used in the methodological processes of the materials analyzed that are configured as design artifacts. These factors present in the results of the mapping opened new study biases, which contributed to this and may contribute to future research with similar or correlated themes.
Descrição
Palavras-chave
Educação, Design, Design gráfico, Cultura científica, Education, Graphic design, Scientific culture
Como citar
SANTOS, José Salustiano dos. Educação e design: um diálogo com a produção acadêmica para pensar o currículo e a formação de professores do ensino fundamental I. Universidade Estadual Paulista (Unesp), 2023.