Laboratório de fabricação: o processo criativo à luz da abstração reflexionante no ensino e aprendizagem de design

Abstract

This is a theoretical research, based on Piaget's Genetic Epistemology, on learning in Design teaching and digital manufacturing laboratories. Genetic Epistemology explains how knowledge is constructed by the learner. In this sense, Design teaching is analyzed from the perspective of Design Thinking. Manufacturing laboratories, which are a fast prototyping platform, can be considered as a pedagogical resource. Therefore, the objective of this dissertation is to propose a guidance on the pedagogical conception to be adopted in the Manufacturing Laboratories, related to creativity in the light of Piaget's Theory of Reflective Abstraction, for the application in teaching and learning process of Design. The focus of this study is, therefore, on the application of these laboratories, as a pedagogical resource in Design teaching in Design courses, in Higher Education. The current research is characterized as a bibliographical revision, and there are two main axes of conceptual organization: a) Constructivism and Education Maker; b) Teaching and learning Design as well as Fab Labs. Besides, it was aimed at articulating these concepts with the focus on manufacturing laboratories in Design teaching and learning. Thus, we analyzed the indicators that emerged in the creative process, Maker Education and Reflective Abstraction, associated with Design Thinking and the manufacturing laboratories. The results allow us to associate Piaget's Theory of Reflective Abstraction to Design Thinking, and this theory can be the background to the pedagogical approach of manufacturing laboratories, which can be understood as more than a space for the construction of artifacts, that is, it is a space that can promote practice of creative processes, guided by a pedagogical conception that privileges the active role of the subject.