Storytelling gives us a framework for certain mathematical tasks that is both prescriptive enough to be useful and flexible enough to be usable. Many stories divide into three acts, each of which maps neatly onto these mathematical tasks.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-03-13T19:15:25Z No. of bitstreams: 1 inovacao_sala.pdf: 4245360 bytes, checksum: d84268dd34b6d14668100d09dc04b72c (MD5) / Made available in DSpace on 2015-03-13T19:15:25Z (GMT). No. of bitstreams: 1 inovacao_sala.pdf: 4245360 bytes, checksum: d84268dd34b6d14668100d09dc04b72c (MD5) Previous issue date: 2012-03-13 / Nenhuma / A presente pesquisa objetivou desenvolver, a partir da perspectiva do Design Estratégico, cenários para a inovação da experiência de aprendizagem em salas de aula de ensino superior, levando em conta as possibilidades inauguradas pelas tecnologias digitais. Para tanto, foi realizada uma investigação com delineamento qualitativo, do tipo estudo de caso, junto ao Curso de Design da Universidade do Vale do Rio dos Sinos UNISINOS, curso este caracterizado por apresentar uma proposta diferenciada de educação, apoiada pelo conceito de Programa de Aprendizagem (PA). As fontes de dados que subsidiaram a análise deste estudo, também compreendidas como a pesquisa contextual proposta pelo Design Estratégico, constaram de pesquisa documental, 18 períodos de observações da sala de aula e oito entrevistas com alunos e professores. Da mesma forma, também a Pesquisa Blue Sky integrou-se à coleta de dados estimulando reflexões criativas. Buscou-se, com isso, compreender a experiência de aprendizagem dos alunos e professores em sala de aula a partir da estrutura, das interações e das tecnologias. A análise desse contexto permite, por vezes, apontar o descompasso desses fatores frente aos objetivos do PA. Para a construção dos cenários para a sala de aula, foi desenvolvido o Workshop 2029: Uma Nova Experiência de Aprendizagem, o qual contou com a participação de quatro equipes interdisciplinares que reuniram conhecimentos pertinentes ao projeto. A análise dos quatro cenários, cujo desenvolvimento foi estimulado pela apresentação das pesquisas contextual e Blue Sky realizadas, permitiu identificar interfaces entre os resultados alcançados, evidenciando a idealização do aluno autossuficiente e participativo, bem como a representação do professor como um orientador e um articulador de conhecimentos. Em relação à estrutura, verificou-se a necessidade de maior flexibilidade dos espaços, a qual foi diretamente afetada pelo uso das tecnologias digitais. No que diz respeito à personalização da aprendizagem, evidenciou-se a forte relação do alcance desse objetivo com o uso dos recursos tecnológicos. Tais constatações tornaram clara a importância da tecnologia para pensar a inovação da experiência vivenciada em sala de aula, mas também demonstraram que não é possível promover a inovação desse espaço apoiando-se exclusivamente nos avanços tecnológicos, uma vez que a inovação está em transformar a compreensão acerca da forma como estruturas, interações e tecnologias se conectam. Por fim, ressalta-se a potencialidade do Design Estratégico para projetos vinculados à educação e à inovação. / The current research aimed at developing sceneries for the innovation of the learning experience in university classrooms from the Strategic Design perspective and considering the possibilities inaugurated by the digital Technologies. For such purpose, a study-case type investigation with qualitative outline was carried out at the Design Course of Universidade do Vale do Rio dos Sinos UNISINOS, a course that features a differentiated education proposal which has the support of the Learning Program (LP). The sources of the data that fostered the analysis of this study and have been also understood as the context research proposed by the Strategic Design, comprised documental research, 18 periods of classroom observations and 8 interviews with students and teachers. Likewise, the Blue Sky Research also was integrated to the data collection by stimulating creative reflections. Thus, one searched to understand the learning experience of students and teachers in the classroom by considering the structure, interactions and technologies. The analysis of this context sometimes allows pointing out the mismatch of these factors in view of the LPs objectives. In order to construct the sceneries for the classroom, a Workshop was developed with the participation of four interdisciplinary teams that gathered knowledge related to the project. The analysis of the four sceneries whose development was stimulated by the presentation of the context researches and Blue Sky performed, allowed identifying interfaces among the results that have been reached what evidenced the idealization of the self-sufficient and participative student as well as the representation of the teacher as a guide and an articulator of knowledge. Regarding the structure, one verified the need of bigger flexibility of the spaces since it was directly affected by the use of the digital technologies. As to the learning personalization, evidence shows the strong relationship between the achievement of this objective and the use of the technological resources. Such findings made clear the importance of technology in order to think over the innovation of the experiment experienced in the classroom. In addition, it also demonstrated that it is not possible to promote the innovation of this space only with the support of technological breakthroughs since innovation is transforming the comprehension about the way how structures, interactions and technologies connect among themselves. Finally, the potentiality of the Strategic Design stands out for projects in connection with education and innovation.

This master thesis introduces innovative approach to teaching practice at Waldorf schools, the so called movable classroom. This model originates in German Waldorf schools, primarily from Rudolf Steiner Schule in Bochum. Its main specific is furnishing the classroom with movable equipment, which creates the possibility for greater variability in organizing the space by implementation of weekly outdoor learning and change in the timing set up of teaching units. The research question of this work is meaningfulness of the movable classroom model, it specifically concerns itself with the question, whether it is possible to observe the benefits of movable classroom model for physical, psychological, social and cognitive development of children, while teacher simultaneously takes into account the current limitations of this model. Following observation in the classrooms, which work according to this model and researching contemporary literature, individual categories of both benefits and risks have been specified. Through follow up interviews with teachers, these categories are verified and exactified through actual situations, the research question is answered and further possibilities for working with this model in Czech Waldorf schools are explored.