Student protagonism in the 9th year of education fundamental in Petrolina- PE: the design thinking approach as a pedagogical strategy

Abstract

In recent years, technology has become a constant presence in people's lives, permeating all aspects, including the professional, educational and cultural spheres. This technological advance has driven the creation of new approaches in various areas of knowledge. Design Thinking was selected as a research object due to the steps that can develop creative, collaborative and critical skills for resolving challenges in the school environment. The general objective of the study was to investigate the application of Design Thinking to promote student protagonism, evaluating its effectiveness, challenges and impacts on learning, as well as stimulating the active engagement of students in the 9th year of Elementary School. Regarding the methodology, the bibliographic research used search engines for scientific works through the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), the electronic libraries of the Scientific Electronic Library Online (SciElo) and the Harvard Library. Furthermore, the field research used a form with structured questions created using Google Forms for the target audience, which were students in the 9th year of Elementary School. Based on the results obtained, there was considerable interest among students in using technology and exploring student leadership in education. Therefore, a team of students was formed to develop a pedagogical project focusing on the principles of Design Thinking. Therefore, it is hoped that this study can contribute to understanding the importance of technology and student protagonism in contemporary education, as well as demonstrating how the Design Thinking approach can be a valuable tool to promote active student participation.