This research has as its main objective to create, test and improve methodologies and artefacts that help teachers to reflect to transform their practices, making them more creative. Actions are expected that go beyond envisioned planning, but that the teacher is able to concretize, evaluate and continuously improve his/her pedagogical actions. This paper describes the creation of a framework that aims to promote reflection on creative methodologies by teachers, helping them to make explicit the creative movements they already make highlighting their authorial moments, their limits, challenges and difficulties, as well as getting to know new creative possibilities.The data used for the initial construction of this framework was collected in two online courses on Design of Pedagogical Strategies, in which the participating teachers had to describe their teaching practices. From the qualitative analysis of this data, we mapped the challenges and strains in the construction of pedagogical strategies, as well as the fashions and trends that appeared in the discourses. An analysis of formative needs was made and a categorization was created based on a theoretical reflection and critical analysis of the trends presented in the teachers’ data, emphasizing the importance of teachers’ authorial and creative stances in their methodological construction. In this article, we will describe the mapped data, the categorization and the theoretical foundations that supported the construction of this framework. We will also describe the categories and the first validation phase already carried out as well as the next steps for a large-scale application.

“Confluências na Educação” é o segundo livro da série Movimentos Docentes que busca dar ampla visibilidade as dinâmicas e práticas de professores. Neste livro são apresentados diferentes caminhos percorridos por professores e professoras, da educação formal, na sala de aula, à extensão universitária. De estudos sobre o currículo às práticas, estratégias e pesquisas na formação inicial e continuada. Experiências e relatos, diferentes caminhos, que confluem num mesmo sentido: uma Educação de qualidade.

A principle that enables creative practice is the action of designing, which goes beyond planning, since the artifacts and processes that support projects usually help to make it concrete and tangible. This framework was written and validated by peers and published in its first version. According to recommendations, the framework was improved theoretically and turned into a gamified interaction, in which people can explore the various tracks with examples and answer reflective questions about their practice. This chapter describes the application, improvement, and refining of the creative methodologies framework with the intention of supporting reflection and transforming teaching practice, making teachers more creative and improve teacher authorship. This chapter presents a second iteration of the artifact, in which it was deepened in terms of theoretical reflection and used in a teacher training course in which teachers should explore the artifact and propose a pedagogical action plan with the support of this framework.

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Este artigo apresenta uma investigação teórico-metodológica descritiva e propositiva que explora o potencial do Design para o Ensino de Ciências por Investigação, tendo como objetivo a ampliação dos seus formatos de prática e a superação de algumas dificuldades em situações nas quais a lógica projetual baseada em Design pode ser uma alternativa para se trabalhar com as situações-problemas, desenvolvendo constructos físicos ou teóricos que, para tal, mobilizam conhecimentos específicos e interdisciplinares. Partimos da leitura de algumas das abordagens e metodologias associadas ao processo investigativo e criativo. Explicitamos reflexões e possibilidades de encontro entre o Ensino de Ciências por Investigação e o Design, partindo da premissa de que tanto a Ciência como o Design são processos construtivos que trabalham com modelos. Essa aproximação, que denominamos como Ensino de Ciências por Projeto Investigativo (ENCIPI) valoriza os percursos trilhados e desenvolve pontos que potencializam a prática investigativa, como o aprender a lidar com o erro e com a reconfiguração de modelos. Temos como resultado a apresentação de seis etapas para o desenvolvimento de projetos investigativos articulados ao Design e influenciados por outras metodologias e abordagens. São elas: estabelecer e programar; expandir e aproximar; propor; criar; validar e aprimorar; e comunicar, implementar e aprender, e orientamos os principais movimentos de cada etapa, para professores e alunos, assim como os recursos envolvidos para as mesmas.