<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012022000100207</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v44i1.54464</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sprint, Brainstorming e Design Thinking revisitados como estratégias metodológicas para desencadear projetos criativos e colaborativos em sala de aula]]></article-title>
<article-title xml:lang="es"><![CDATA[Sprint, Brainstorming et Design Thinking revisités comme stratégies méthodologiques pour déclencher des projets créatifs et collaboratifs en classe]]></article-title>
<article-title xml:lang="en"><![CDATA[Sprint, Brainstorming, and Design Thinking revisited as methodological strategies to trigger creative and collaborative projects in the classroom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Marilene Santana dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Glaucia da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morais]]></surname>
<given-names><![CDATA[Felippie Anthonio Fediuk de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012022000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012022000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012022000100207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Este artigo destaca parte da pesquisa realizada no Mestrado Profissional em Educação e Novas Tecnologias, em uma instituição de ensino privada e pelo grupo de pesquisas de uma Universidade pública federal, que investigam questões relacionadas ao design de inclusão e outros aspectos associados a ações criativas e coletivas para a concretização de projetos de design de aulas, interface de aplicativos e de podcasts. A partir de uma demanda de geração de novas ideias, foram aplicados procedimentos para tal finalidade, para suprir diferentes contextos educacionais. A metodologia baseia-se na pesquisa-aplicação (Plomp, Nieveen, Nonato &amp; Matta, 2018), por meio da qual os pesquisadores adotam práticas coletivas para desenvolver e aplicar a propostas mais criativas de design ou resolução de problemas. Após a referida experiência, foram estudados e aplicados três procedimentos ou técnicas para geração de ideias criativas e de forma coletiva: Brainstorming; Design Thinking e Sprint. Dessa maneira, busca-se discutir neste artigo como procedimentos de estímulo à criatividade podem servir para engajar aprendizes à concretização de projetos colaborativos em sala de aula ou mesmo para diferentes necessidades educativas que busquem relacionamentos e interações intersubjetivas. São destacados no suporte teórico os seguintes autores: Bender (2015); Behrens (2014); Feith (2001; 2006), Valente e Almeida (2014), Garcia e Czeszak (2019), entre outros. Os resultados, ainda preliminares, orientam a possibilidades de um framework de boas práticas que alinhem procedimentos que gerem ideias criativas, a partir do suporte das metodologias ativas, para o desenvolvimento de projetos educacionais, desde que se considere positiva e consistente a participação dos sujeitos da aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN.  Este artículo destaca parte de la investigación realizada en el Máster Profesional en Educación y Nuevas Tecnologías, en una institución educativa y por el grupo de investigación de una universidad pública federal, que investiga cuestiones relacionadas con el diseño de inclusión y otros aspectos asociados con acciones creativas y para la implementación de proyectos de diseño de interfaces para aplicaciones y podcasts. A partir de la demanda de generar nuevas ideas, se aplicaron procedimientos con este fin, para abastecer diferentes contextos educativos. La metodología se basa en la aplicación de investigación, a través de la cual los investigadores adoptan prácticas colectivas para desarrollar y aplicar propuestas de diseño más creativas o para resolver problemas (Plomp et al., 2018) Después de esa experiencia, se estudiaron tres procedimientos o técnicas para generar ideas creativas y colectivamente: Brainstorming; Design Thinking y Sprint. De esta manera, buscamos discutir en este artículo cómo los procedimientos para estimular la creatividad pueden servir para involucrar a los alumnos a implementar proyectos de colaboración en el aula o incluso para diferentes necesidades educativas que buscan relaciones e interacciones intersubjetivas. Los siguientes autores se destacan en el soporte teórico: Bender (2015); Behrens (2014); Fleith (2001; 2006), Valente y Almeida (2014), Garcia y Czeszak (2019), entre otros. Los resultados, aún preliminares, guían las posibilidades de un marco de buenas prácticas que alinean los procedimientos que generan ideas creativas, basadas en el apoyo de metodologías activas, para el desarrollo de proyectos educativos, siempre y cuando la participación de los estudiantes se considere positiva, consistente y comprometida con materias de aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This article highlights part of the research carried out in the professional Master in Education and New Technologies, in a teaching institution and by the research group of a federal public university, which investigate issues related to the design of inclusion and other aspects associated with creative and collective actions for the implementation of interface design projects for applications and podcasts. From a demand to generate new ideas, procedures were applied for this purpose, to supply different educational contexts. The methodology is based on research application, through which researchers adopt collective practices to develop and apply to more creative design proposals or problem-solving (Plomp et al., 2018). After that experience, three procedures or techniques for generating creative ideas collectively were studied and applied: Brainstorming; Design Thinking, and Sprint. In this way, we seek to discuss in this article how procedures to stimulate creativity can serve to engage learners to implement collaborative projects in the classroom or even for different educational needs that seek inter-subjective relationships and interactions. The following authors are highlighted in the theoretical support: Bender (2015); Behrens (2014); Fleith (2001; 2006), Valente and Almeida (2014), Garcia and Czeszak (2019), among others. The results, still preliminary, guide the possibilities of a framework of good practices that align procedures that generate creative ideas, based on the support of active methodologies, for the development of educational projects, as long as the participation of students is considered positive, consistent and engaged.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[brainstorming]]></kwd>
<kwd lng="pt"><![CDATA[sprint]]></kwd>
<kwd lng="pt"><![CDATA[design thinking]]></kwd>
<kwd lng="pt"><![CDATA[metodologias ativas]]></kwd>
<kwd lng="pt"><![CDATA[criatividade]]></kwd>
<kwd lng="es"><![CDATA[brainstorming]]></kwd>
<kwd lng="es"><![CDATA[sprint]]></kwd>
<kwd lng="es"><![CDATA[design thinking]]></kwd>
<kwd lng="es"><![CDATA[metodologias activas]]></kwd>
<kwd lng="es"><![CDATA[creatividad]]></kwd>
<kwd lng="en"><![CDATA[brainstorming]]></kwd>
<kwd lng="en"><![CDATA[sprint]]></kwd>
<kwd lng="en"><![CDATA[design thinking]]></kwd>
<kwd lng="en"><![CDATA[active methodologies]]></kwd>
<kwd lng="en"><![CDATA[creativity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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