Approaching tacit and academic knowledge in a transversal way utilizing the design-based research – DBR - approach

Abstract

This paper discusses the implementation of innovative practices in organizing research in Education, especially those of an interdisciplinary nature, presenting the approach called Design-Based Research (DBR). An application in teaching philosophy was used as a case-based study. DBR, due to its iterative, integrative, naturalistic, experimental, and reflective nature, promotes integration between theory and practice, offering graduate students the opportunity to create adaptable movements in their research organization without losing scientific rigor. This approach allows us to reduce the distance between academic knowledge acquired during training and experiential knowledge arising from integrating tacit knowledge constructed in school environments, the object of study in Education research, especially regarding the adoption of artifacts associated with digital technologies. The choice of the Philosophy field results from its characteristics as an open area in terms of definition and approaches. The innovations proposed for teaching philosophy have a structuring element, the teaching of concepts, based on the belief that, when constructing concepts, the student develops a critical-reflective stance associated with applying these concepts in problem-solving. This allows us to approach issues related to digital technologies in a way that goes beyond mere instrumentalization, providing a transversal perspective that can be adopted in other areas of knowledge. DBR emerges as an element that establishes the guiding thread of this collaborative construction between the researcher and the research participants, who are no longer passive subjects but active agents in the construction of theories. This change in the role of the participants responds to contemporary issues, in which tacit and academic knowledge are recognized for their power in constructing solutions to increasingly complex problems.