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Abstract(s)
O ensino do design tem vindo a fazer evoluir
o desenvolvimento de competências perante a
complexidade crescente da realidade. Com um
enquadramento teórico construído a partir de
contributos recentes sobre o tema, realizámos
um estudo exploratório envolvemos estudantes
de design. Com o objetivo de compreender as
condições da abordagem aos problemas complexos
refletimos de modo mais alargado sobre
o contexto de ensino-aprendizagem do século
XXI. Os estudantes abordaram um problema
complexo, um problema real colocado por um
interlocutor real. Começámos por aferir da
perceção dos estudantes sobre as condições
do ambiente e das particularidades inerentes a
aspetos intrapessoais. Permitindo-lhes escolher
o nível de abordagem ao problema observámos
o seu desempenho em sessões autónomas
de interação com o interlocutor, previamente
preparadas. Completámos os dados em análise
com as razões identificadas pelos próprios
estudantes para o seu desempenho. A partir
dos resultados formulámos um conjunto de
questões sobre as condições do contexto de
ensino-aprendizagem, que podem contribuir
para desenvolver e aprofundar a reflexão sobre
os desafios colocados ao ensino do design pela
necessidade de abordagem à complexidade.
Na nossa perspetiva, as condições a que têm
de responder os contextos de ensino terão que
permitir que a resposta à complexidade seja
alcançada pelo domínio de competências cujo
foco seja dirigido para os problemas.
Abstract : Design education has been making evolve the competencies development before the growing complexity of reality. With a theoretical framework built from recent contributions on the subject, we carried out an exploratory study involving design students. In order to understand the conditions of the approach to complex problems, we reflect more broadly on the teaching-learning context of the 21st century. The students tackled a complex problem, a real problem posed by a real interlocutor. We started by assessing the students' perception about the environment conditions and the particularities inherent to intrapersonal aspects. Allowing them to choose the level of the problem approach we observed their performance in autonomous sessions of interaction with the interlocutor, previously prepared. We completed the data under analysis with the reasons identified by the students for their performance. Based on the results we formulated a set of questions about the conditions of the teachinglearning context, which can contribute to developing and deepening the reflection on the challenges posed to design education by the complexity approach requirement. In our perspective the conditions to which learning contexts have to respond will have to allow the approach to complexity achieved by the domain of competences whose focus is directed to the problems.
Abstract : Design education has been making evolve the competencies development before the growing complexity of reality. With a theoretical framework built from recent contributions on the subject, we carried out an exploratory study involving design students. In order to understand the conditions of the approach to complex problems, we reflect more broadly on the teaching-learning context of the 21st century. The students tackled a complex problem, a real problem posed by a real interlocutor. We started by assessing the students' perception about the environment conditions and the particularities inherent to intrapersonal aspects. Allowing them to choose the level of the problem approach we observed their performance in autonomous sessions of interaction with the interlocutor, previously prepared. We completed the data under analysis with the reasons identified by the students for their performance. Based on the results we formulated a set of questions about the conditions of the teachinglearning context, which can contribute to developing and deepening the reflection on the challenges posed to design education by the complexity approach requirement. In our perspective the conditions to which learning contexts have to respond will have to allow the approach to complexity achieved by the domain of competences whose focus is directed to the problems.
Description
Keywords
Design Ensino Competências Complexidade e inquirição Education Comptencies Complexity e inquiry
Citation
MAIA, Manuela (2022) - O desafio às condições do ensino do design para a abordagem à complexidade: uma reflexão a partir de estudo exploratório. In Raposo, D., ed. [et al.] - Investigação e ensino em design e música. Castelo Branco : IPCB. p. 8-17. (Convergências Research Books ; vol. III).