Consciência e ação em design de interação: recursos e práticas educacionais abertas para o esperançar

Abstract

In the context of Interaction Design (ID) education, related to studies in Design and Human Computer Interaction (HCI), this thesis deals with the hopes needed for critical education and freedom, in relation to formal education, through the pedagogical thinking of the educator Paulo Freire. From the methodological perspective that intersects qualitative research, institutional data of courses, curricula and disciplines, experiences of educational practices in the areas of design and computing, I present a study of how formal Interaction Design Education is presented today in Brazil. Identifying the concepts of banking (bancarismo) through the critic theory of antidialogical action (FREIRE, 1968; 2016), this research portrays a map of how this education presents itself in a fragmented way, incorporating aspects of cultural domination and invasion, oriented towards separation, disunity and dehumanization. It is understood the need to broaden the support mediations for students and educators, enabling them to produce collectively and collaboratively, overcoming the border aspects between formative areas, from a broader view of culture and society in their humanizing aspects. As a resource for the project's collective and individual hopes, I contribute with a set of open educational resources (OER) and practices, based on Freire's methodologies and approaches, to the production of humanistic concepts in project-oriented studies about science, technology, society, and culture (STS) uses and reflections on digital computer artifacts.