ABSTRACT
This paper introduces a collaborative project based on the promotion of interdisciplinary dialogue on formal, informal, and culturally plural learning, considering educational practices and design alternatives for the standard non-participatory model, in the classroom. Centered in the field of teaching and research in design, this research develops efforts towards the analysis of the modus operandi and the results obtained by adopting the methodology of the design process in the educational field, in particular in design education. To accomplish these goals, we propose a methodology centered and driven by practical action, as much as possible in a real context, structured according to the different phases of a design project. Signed in collaborative processes, we will characterize the action developed by the interdisciplinary dialogue in formal, informal, generational, and culturally plural contexts. The research assesses the importance of applying less conventional methodologies in design teaching, as well as the perception of how an immersive learning context can be a facilitating tool for learning, fostering creative thinking, and generating new ideas and future paths to the problem in question. Forged in the parallelism with the methodologies used in the real context and adapting them to the teaching-learning process, this project is based on pedagogical tools drawn from the constructive reflections elaborated either from the action of teachers and students in a real context, from surveys of students and key players in each of the proposed projects, or from the moments of formative evaluation of students and teachers. The experience of design teaching that it intends to propose is characterized by the multidisciplinary of its actors. The intention is to integrate practice as an instrument of research and action design considering both practice and reflection on the results of practice, the artifact created as a source of new knowledge and research, or a search capable of leading new knowledge or new practical action. In the end, we assess the importance of applying the new methodologies and how this immersive learning context is a facilitator of learning fostering creativity by providing new ideas and future paths to the problem in question.
