Abstract:

The purpose of the research described in this article was to investigate the contributions of the Design Thinking approach in structuring innovative pedagogical projects for basic education. The inquiry, with qualitative nature and participant research perspective, based its findings on a longitudinal immersion (two and a half year period) of participant observation in a full-time public Brazilian school and allowed researchers to evaluate and to understand its complex context. As a result, it has been found that Design Thinking provides opportunities for teacher’s training in lifelong education, for understanding contextual challenges and for implementing innovative projects. The relevance of this research was understood through the action and in the action of participants in the projects supported by DICT (Digital Information and Communication Technologies) carried out during this period, as they become protagonist in the educational processes. These projects include a Learning Virtual Environment developed for teachers, Blog initiatives for students and use of games in mathematics education. Complex strategies and skills for assessing student learning and for developing competences included in official school curriculum was inspired by Design Thinking approach for innovation, and became a breeding ground for teacher’s lifelong education. They also gave guidance for planning and evaluating students learning integration into the curricular content, likewise for training teachers in important issues related to the school’s political-pedagogical planning.

Keywords:

Design Thinking, innovation, basic education.