| dc.description.abstract | This research aims to propose guidelines for prototyping as a structural element of scenario building. Prototyping is approached as a performance for creating exploratory artifacts. In this approach, the prototype is understood as a critical artifact: it carries an argument and provokes conversation. To achieve the objective, three methodological procedures were carried out in sequence: bibliographic research, interviews and workshops. At the end of each procedure, a table with indicative guidelines was synthesized. Through the triangulation of these indicatives, six guidelines were formulated. 1. Reflections: stimulate creativity and reflections through curiosity, playful aspects and similar reflections. 2. Bonds: the relationships built between the actors echo engagement that extends beyond the moment of the workshop. 3. Displacements: eventually the actors will move from the planned path and this is desirable. 4. Learning: the prototype is essentially a learning object. This learning is encouraged to be cyclical, recursive, exploratory and improvised. 5. Spaces: there are a series of spaces supported by conversation that support prototyping and scenario building. It is relevant to understand these spaces and to build them. 6. Intersections: through conversation, intermediate a dialogical instance between prototype and theory. In this instance, different actors can argue and expose their views. As well, these actors can learn from the views of others. It was found that through conversation it is possible to explore the scenario building and prototyping simultaneously. Conversation is the nexus between the two dynamics. Both carry a capacity to foster links between the actors, generate engagement and learning. The use of prototyping as a collective performance and prototypes as plastic arguments enhance the scenario narrative. In this approach, the construction of scenarios can be interpreted as a space for continuous and moving conversation. At the same time, prototyping is a performance of reflection-in-action, recursive and collective learning. | en |
