A importância dos espaços colaborativos universitários para a formação do designer
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Data
2019-02-27
Autores
Goya, Julia Yuri Landim
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Universidade Estadual Paulista (Unesp)
Resumo
Os cursos de Design no Brasil têm a sua estruturação curricular oriunda da década de 60, tendo ocorrido poucas modificações desde então. Porém, nos cursos de Design, espera-se de seus alunos atividades que envolvam constante criatividade e inovação. Uma reformulação em seu método de ensino, principalmente com um maior número de atividades práticas em grupo, poderá aumentar a motivação de seus alunos, bem como propiciar uma formação que melhor atenda às necessidades do mercado. Para viabilizar estas novas realidades, surge a necessidade de se analisar metodologias diferenciadas e condizentes com a atualidade, tais como a cultura do open design e da maker. Esses pensamentos permitem levar tanto educadores como aprendizes a observar o ato de projetar sob uma nova perspectiva. A viabilidade existente de uma grade curricular que adote novos paradigmas, inclua o uso de espaços colaborativos, vir a incentivar a experimentação, elevar a expectativa de seus estudantes para poderem vir a se tornar empreendedores e criarem soluções com mais criatividade e inovação, além de ter maior interação com a comunidade ao atendê-la, é o principal motivo de se iniciar a pesquisa que aqui se encontra apresentada. Dentro deste contexto, a pesquisa teve como objetivo estudar e propor, usando os conceitos de ergonomia organizacional, um ambiente que gere, por meio da participação efetiva dos alunos do curso de Design, inovação, criatividade e empreendedorismo. Para isso foram entrevistados alunos, coordenadores de cursos de Design, funcionários de laboratórios de fabricação e gestores de ambientes de coworking com o intuito de analisar as percepções sobre empreendedorismo e inovação nestes locais, com a intenção de aplicar em espaços universitários as novas metodologias compartilhadas dentro dos conceitos de ergonomia organizacional. As entrevistas realizadas com alunos, mostraram que as palavras “colaboração”, “fabricação”, “ensino-aprendizagem” e “motivação”, foram repetidas 53,9% das vezes dentre as que mais poderiam influenciar no processo de melhoria do curso de Design. Já os coordenadores de curso repetiram estas mesmas palavras 62,7% e os funcionários dos espaços 53,9%. Identificou-se a existência de espaços com cercas de 183 horas/semana de tempo de uso ocioso dentro da Faculdade de Arquitetura, Artes e Comunicação – FAAC/UNESP. Apesar do estudo dos espaços ter sido realizado para os laboratórios da FAAC, as conclusões tiradas podem ser generalizadas para todas as instituições que utilizam o mesmo modelo de ensino. A reorganização do uso dos laboratórios possibilitaria transformar a formação do Designer, oferecendo uma melhor qualificação ao estudante para a área de Inovação e Empreendedorismo, por meio da cultura do open design e da maker, propiciando maior motivação para se envolverem com o aprendizado via realização de trabalhos colaborativos, projetos pessoais e contato com a comunidade. Finalmente, diretrizes foram elaboradas e propostas, de modo a facilitar o processo da transformação dos espaços.
The Brazilian Design courses has its structure based on the 60’s decade and had few modifications since. However, in Design courses, it is expected from students to develop activities with constant creativity and innovation. A new formulation on the teaching method, especially with a larger number of group activities, could raise the student’s motivation; as well provide a better graduation that attends the market needs. To make this new reality work, it is necessary to analyze different methodologies consistent with the reality of Design, such as maker culture and open design. These thoughts allow leading educators and students to observe the projecting act under a new perspective. The viability of a existing curricular grade that adopts new paradigms, includes the use of collaborative spaces, encouraging experimentation, rise the students expectations so that they become entrepreneurs and create innovative solutions with creativity, and even more, have a greater community interaction by attending it, that is the main goal of this research. In this context, this research had as its objective study and propose, using ergonomics concepts, a space that generates, by means of effective Design student participation, innovation, creativity and entrepreneurship. To achieve that were interviewed students, Design courses coordinators, fabrication laboratory employees and co working spaces owners with the intention to analyze the perception about entrepreneurship and innovation in these locations, so that it’s possible to apply in university environment these new shared methodologies with ergonomics concepts. The students interviews showed that the words “collaboration”, “fabrication”, “teaching-learning” and “motivation”, were repeated 53,9% among answers that could influence on the Design course improvement. The professors repeated the same words 62,7% and the co working owners and employee 53,9%. It has been identified the existence of spaces with approximately otiose time of 183 hours/week, inside the Architecture, Arts and Communication College - FAAC/UNESP. Despite of this research study had been done to FAAC laboratories, the conclusion can be generalized to all entities that use the same teaching model. The reorganization of the labs could transform the Design graduation, offering better qualification focused on innovation and entrepreneurship, by means of open design and maker culture, propitiating bigger motivation to students involve with learning via collaborative works, personal projects and community approaches. Finally, guidelines were elaborated and proposed, in a way to facilitate the process of spaces transformation
The Brazilian Design courses has its structure based on the 60’s decade and had few modifications since. However, in Design courses, it is expected from students to develop activities with constant creativity and innovation. A new formulation on the teaching method, especially with a larger number of group activities, could raise the student’s motivation; as well provide a better graduation that attends the market needs. To make this new reality work, it is necessary to analyze different methodologies consistent with the reality of Design, such as maker culture and open design. These thoughts allow leading educators and students to observe the projecting act under a new perspective. The viability of a existing curricular grade that adopts new paradigms, includes the use of collaborative spaces, encouraging experimentation, rise the students expectations so that they become entrepreneurs and create innovative solutions with creativity, and even more, have a greater community interaction by attending it, that is the main goal of this research. In this context, this research had as its objective study and propose, using ergonomics concepts, a space that generates, by means of effective Design student participation, innovation, creativity and entrepreneurship. To achieve that were interviewed students, Design courses coordinators, fabrication laboratory employees and co working spaces owners with the intention to analyze the perception about entrepreneurship and innovation in these locations, so that it’s possible to apply in university environment these new shared methodologies with ergonomics concepts. The students interviews showed that the words “collaboration”, “fabrication”, “teaching-learning” and “motivation”, were repeated 53,9% among answers that could influence on the Design course improvement. The professors repeated the same words 62,7% and the co working owners and employee 53,9%. It has been identified the existence of spaces with approximately otiose time of 183 hours/week, inside the Architecture, Arts and Communication College - FAAC/UNESP. Despite of this research study had been done to FAAC laboratories, the conclusion can be generalized to all entities that use the same teaching model. The reorganization of the labs could transform the Design graduation, offering better qualification focused on innovation and entrepreneurship, by means of open design and maker culture, propitiating bigger motivation to students involve with learning via collaborative works, personal projects and community approaches. Finally, guidelines were elaborated and proposed, in a way to facilitate the process of spaces transformation
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Palavras-chave
Design, Filosofia Maker, Ergonomia organizacional, Processo ensino aprendizagem, Maker philosophy, Organizational ergonomics, Teaching-learning process