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Design estrat??gico, significa????o e relacionamento: repensando a educa????o a dist??ncia a partir do comportamento do professor e de efeitos de sentido

By Gustavo Freitas Reis

Abstract

A presente pesquisa busca explorar de que formas o design estrat??gico pode contribuir para potencializar a percep????o de proximidade de alunos em rela????o a seus professores quando reunidos na condi????o de atores de ambientes ass??ncronos de ensino a dist??ncia baseados em v??deo. A investiga????o observou a promo????o desses efeitos a partir de estrat??gias discursivas e enunciativas, explorando as possibilidades projetuais e metaprojetuais pr??prias do design na demarca????o de itens comportamentais, especialmente classificados como de imedia????o ou de n??o-imedia????o verbal, do professor. Tais elementos podem ser colocados em pr??tica por professores com o objetivo de fazer com que seus alunos, mesmo ?? dist??ncia, desenvolvam percep????es positivas em rela????o a seus instrutores, impress??es essas normalmente associadas ?? no????o de proximidade vinculada ao conceito de imedia????o. As consequ??ncias positivas dessas percep????es n??o se limitam ao relacionamento em si, mas t??m potencial para desencadear incrementos nos n??veis de motiva????o, determina????o e entusiasmo dos atores e, consequentemente, conduzir a incrementos na satisfa????o profissional dos docentes e na aprendizagem dos estudantes, resultando em benef??cios n??o s?? para os agentes diretamente envolvidos, mas tamb??m para a institui????o de ensino promotora de sua conex??o. Em uma perspectiva orientada pelo design estrat??gico, tais benef??cios podem ter seus efeitos observados na totalidade do sistema-produto-servi??o caracterizado pela institui????o de ensino. O problema de pesquisa proposto ?? naturalmente multifacetado, e as escolhas da fundamenta????o te??rica refletem essa caracter??stica. Refer??ncias da pesquisa em design, com ??nfase nos processos de inova????o orientados pelo design, foram inclu??das, assim como bibliografia dos campos da lingu??stica, da comunica????o e da psicologia social. Os resultados apresentados d??o respaldo ao valor da proposta encapsulada no objetivo principal e fornecem bases mais s??lidas para repensar o relacionamento professor/aluno mediante o uso do pensamento do design.This research focuses on exploring ways in which Strategic Design may contribute to power the perception of proximity of students related to their teachers when reunited as actors of distance learning environments based on asynchronous video. The investigation observed the promotion of such effects from discourse and enunciation strategies, exploring the design related project- and metaproject-based possibilities on the demarcation of the teacher???s behavioral items, especially classified such as verbal immediacy or non-immediacy. Such elements may be put into practice by teachers with the objective of making their students, even at a distance, develop positive perceptions related to their instructors, impressions that are usually associated to the notion of proximity related to the concept of immediacy. Positive consequences from these perceptions are not limited to the relationship itself, but have the potential to trigger increments to the actors??? motivation, determination and enthusiasm levels and, consequently, lead to increments on teachers??? professional satisfaction and students??? learning, which result in benefits not only to the directly involved agents, but also to the educational institution that promotes their connections. In a perspective orientated by Strategic Design, such benefits may have their effects observed over the complete product-service-system characterized by the educational institution. The proposed research problem is naturally multifaceted, and the theoretical foundation choices reflect this characteristic. References from design research, with emphasis on design-driven innovation processes, were included, as well as references from linguistics, communication and social psychology fields. The presented results support the value proposition encapsulated by the primary objective and provide more solid foundations to rethink the teacher-student relationship from a design mindset

Topics: Design estrat??gico, Educa????o, Relacionamento, Comunica????o, Significa????o, Strategic design, Education, Relationships, Communication, Signification, ACCNPQ::Ci??ncias Sociais Aplicadas::Desenho Industrial
Publisher: Universidade do Vale do Rio dos Sinos
Year: 2015
OAI identifier: oai:agregador.ibict.br.BDTD_UNISINOS:oai:www.repositorio.jesuita.org.br:UNISINOS/3812
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