This dissertation aims to present the conception and materialization of an educational
content for higher education that uses Design Thinking (DT) as a teaching-learning
strategy, with the goal of fostering the exercise of creativity and problem solving. The
content is entitled “Design Kit EDU”, created with the aim of providing interactions
between teacher-student, student-student, teacher-content and student-content, from
which teachers feel encouraged to plan different activities, using a set of artifacts in
their classes, at the same time that students are motivated to develop varied skills
and establish relationships with knowledge (cognitive domain), doing (psychomotor
domain) and being (affective domain) . The content consists of four artifacts, namely:
the “Composition Chart”, the “Empathy Dice”, the “Ideas Lane” and the “Feedback
Cards”. All of these artifacts establish guidelines by the Design Thinking (DT)
methodology, which means they are centered on the subjects who are part of the
interactions or who may benefit from the interactions. This proposition has as a
theoretical reference the discussions on design, Design Thinking (DT), Instructional
Design (DT), active methodologies and creativity. For the development of the
research reported in this dissertation and its product, different methodological
procedures were adopted. The approach was qualitative and, among the procedures,
bibliographic, documentary and experimental research were used. For the stage of
content planning and design of the artifacts, the stages of the “classic” Instructional
Design were used. The artifacts were made with analog interactions, which means
that part of the materials were built in a tactile and fixed way, while the other part is
made of glued or sewn with different papers, cutouts, textures and visuals. 14
inspirations were consulted during the research and all, in some way, deal directly or
indirectly with the themes “Design Thinking”, “creativity” and “problem solving
oriented to the educational context”, even though most of the inspiring materials deal
with the corporative education. Finally, in this dissertation, the artifact verification
process is reported, which was configured as a pilot study whose sessions followed a
semi-structured script (Evaluation Matrix), in which the main product of this work, the
“Design Kit EDU”, was briefly presented and submitted to the guests' analysis. The
sample of specialists was formed by 20 guests, mostly teachers of Higher Education
at the Universidade Federal do Pará (UFPA). However, the sessions also included
professional master students from the Postgraduate Program Creativity and
Innovation in Higher Education Methodologies (PPGCIMES), recent graduates,
masters and graduates of the Program, in addition to professors linked to other
educational institutions. From this verification process, it was possible to receive
several contributions, some of which have already been incorporated into the product
presented in this dissertation and others will be analyzed later for the future
improvement of the educational content and its artifacts.
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