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Fiz um  amuleto com pedras , simbolizando força, firmeza e luz. Pois tinha medo do escuro e de ficar sozinha. Como sou a mais velha de casa tinha que ficar tomando conta dos meus irmãos. E para isso tinha que esconder meu medo.
Hoje não tenho mais medo.
Os ramos de árvore para que eu sempre consiga superar todos os medos,pois ,penso que todos nós temos algum medo escondido dentro de nós.
Bernadete Pires

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Em nossa roda, pude recriar em um amuleto um medo de infância. Este é um amuleto do medo de helicóptero, com este helicóptero posso viajar para outra dimensão, uma maneira de fugir e não sentir medo.

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Serei Amazônia que vai ajudar as crianças a superar o medo do escuro. Dentro dela tem papéis para se escrever o medo e trocar por um bombom, para adoçar a vida e ela auxilia no processo da escrita e fala de nossos medos e anseios.

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A leitura me motivou a pensar no meu medo em relação a não poder ter controle de tudo, afinal, o futuro não está completamente em nossas mãos. Assim, como não podemos controlar tudo, criamos "realidades paralelas", angústias, medo e caos que nos assombram. Assim, é preciso filtrar a realidade e vê-la de modo mais colorido. Para isso criei um óculos que seria um filtro do que vemos  da realidade para encontrar o equilíbrio, a chave da felicidade.

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Móbile feito com fita adesiva e balão, onde todos os medos são atraídos e presos pela cola do adesivo. Cada vez que a criança identificar um medo, ela deve pegar um balão e enchê-lo colocando todo o medo no ar que sopra. Depois de amarrar o balão, a criança deve procurar alguém para brincar com ela de estourar o balão e de forma divertida irá mandar o medo embora.

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🌟 Pote das Emoções 🌟

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Roda de Invenções. Congresso Educação Ativa

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Aqui guardo medo, coragem e muita força!!

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Eliminador de pensamentos assustadores!

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[2] a vida não me assusta. Maya Angelou.pptx

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Softening the edges of fear through creativity - video output.

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I grew up in India and I always has had a fear of formative and summative assessments at school - they were high pressure times that typically decided how a child's career path would be. I always wanted big reassuring hugs at those times, several hugs in fact. So a simple pair of hands can help a child imagine that they are safe and the hands of compassion are always with them and they need not feel so lonely and afraid.

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When I was a child, I was afraid that people could read my mind.
During the process of prototyping my fear, I found out something about myself. I related the fear with the fact that I was a very shy child and had difficult to express myself. Therefore the prototype are my thoughts being incubated.

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Every night children can open the box so that ghosts remain in it !
(Charles Pimentel - Sesc - RJ)

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When all of the eyes are on me, seeing a friendly face, or encouraging smile gives me confidence; when all eyes turn to me, a friend pops up to say, “You can Do it”

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Hands of Compassion - Gayathri Manikutty

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Hands of Compassion - Gayathri Manikutty

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A glove stuffed with paper to give it some volume

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Once I am a Clown, I trully believe in its power to fight against almost all the human fears, through humor and laughing (of course, maybe wont work against fears of clowns...Lolololol). So, my draft could be used by any child that needs to get stronger or even laugh a little bit during the night!

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A Wind Catcher to be able to play with the source of the fear

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A Wind Catcher to be able to play with the source of the fear

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When I was kid, a was terrified by wind storms. I know I cannot control the wind an there is nothing I can do to make it stop from blowing. But maybe I can use the power of the wind to create interesting things... maybe I can deal with some of my fears playing instead of worrying.

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Softening the edges of fear through creativity

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Softening the edges of fear through creativity

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Bubble Dreams - Renato Barboza

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Snoring Machine - Video

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When I was young, I was afraid of speaking up in class, of all of the eyes on me. 

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When I was young, I was afraid of speaking up in class, of all of the eyes on me. 

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When I was a kid, I had a lot of nightmares, almost every night. One thing that made me feel safe and sleep well was to hear my father's snoring and I knew he was around So, I built a machine that simulates the noise of his snoring =)

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I am frightened of spiders. I imagined if.... I can turn the spider's web into a colorful pattern with nature inspired flowers, petals etc. that becomes a bouquet.

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I loved the way this  experience  was designed - very refreshing. The narrative itself helps one to reflect upon one's own personal experiences and then motivates one to create something that in personally relatable and yet also more universal.

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Since I was a child I have a huge fear of snakes and, now, during the pandemic I have been living on a farm in the interior of Brazil. While one of my goals in life is to see more children playing freely in nature, this fear sometimes still paralises some possible explorations and adventures I would love doing with my daughter and son. Thinking of this fear it was fun inventing, "prototyping", a small device that fits in my pocket and that has an ultra sensitive sensor that detects the frequency of snakes at a radius of up to 3 m. There is also a little special light on the front that helps see them as they are camouflaged in the environment. With a device like this I can go on many nature adventures with no fear and can still get to appreciate their beauty as I find them with the special light... For this invention I was inspired by the materials that I found around me - stones and leaves. The dried leaf represents the super sensor and the yellow one the light.

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PROVOCATION - THINKING ROUTINE IMAGINE IF...

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PROVOCATION - THINKING ROUTINE IMAGINE IF...

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1. Imagine If you could transform a childhood (or present) fear into something that puts you into action, makes you strong, resilient.  Build an artifact that could help you in this transformation or expressing this narrative.

or

2. Imagine if there was an artifact that could help children turn their fears, in the middle of the night, into laughter.

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Choose an object or system:

Consider the parts, purposes, and people who interact with your object or system, and then ask:

In what ways could it be made to be more effective?

In what ways could it be made to be more efficient?

In what ways could it be made to be more ethical?

In what ways could it be made to be more beautiful?

What Kind of Thinking Does This Routine Encourage?

This routine first encourages divergent thinking, as students think of new possibilities for an object or system, and then encourages convergent thinking, as students decide upon effective approach to build, tinker, re/design, or hack an object or a system. Ultimately, this thinking routine is about finding opportunity and pursuing new ideas.

When and How Can This Routine Be Used?

This thinking routine can be used to explore the possibilities of improving, tinkering with, or tweaking any object or system. Though this routine can be used on its own, we strongly suggest that it be used in combination with other Agency by Design thinking routines in order to best inform students of the ways in which they may improve upon a particular object or system.

Here are some ideas and considerations for putting this thinking routine into practice:

This thinking routine asks students to imagine new ways to improve an object or system by looking at the possibility space around an object or system through four different lenses. Specifically, it asks in what ways can an object or system be made to be more effective, efficient, ethical, or beautiful? While we find these four lenses helpful to consider, you and your students are encouraged to come up with others.

When engaging with this thinking routine one's instinct may be to say to her students "the sky's the limit." While it is important for students to generate ideas within a wide-open possibility space, we've also found it helpful to place creative constraints on people's thinking. You may do this by limiting the variety of tools and materials students have access to, presenting certain functionality criteria, or identifying a particular population or user group. For example, in a chair re/design activity, students may be told they can only use cardboard and document fasteners, their new chair models have to be able to hold the instructor's weight, and their chairs have to be designed for people who commute to work on the subway each day.

When considering how to redesign or hack an object or system, it is exciting to see students generate a list of wild, blue-sky ideas, but it is also important for students to be sensitive to the design of their objects or systems. To do this, we recommend educators have their students circle back to the other Agency by Design thinking routines as they search for new opportunities and brainstorm new possibilities. Likewise, if students get stuck and struggle to generate new ideas, circling back to the other AbD thinking routines may help them find opportunity and see new possibilities for their objects or systems.

Already use this Thinking Routine?

We want to hear about it. Post examples of your work on Twitter using the hashtag #PZThinkingRoutines and be sure to tag @ProjectZeroHGSE.

Projects

Related Project Resources

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Choose an object or system: Consider the parts, purposes, and people who interact with your object or system, and then ask: In what ways could it be made to be more effective? In what ways could it be made to be more efficient? In what ways could it be made to be more ethical?

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I think the most relevant aspect of this experience was to relate an abstract thought to a tridimensional object. Not only did the ideas give life to the object but also the object gave life to new ideas.