A carregar...
Publicação
Ressignificando a educação do design : diversificação curricular para uma pedagogia pluriversal
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.44 MB | JPEG | |||
| 5.22 MB | Adobe PDF | |||
| 560.48 KB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Design is born, grows, and lives to, in theory, serve society. Its practice must adjust to and communicate with different societies and global cultures inclusively and fairly. As societies become increasingly culturally diverse, it is necessary to question whether design is keeping up with this diversification. The risk is that by continuing with the current structure of design education, diverse realities and cultures, that are outside of classical academic programming, could be marginalized. Therefore, it is fundamental to rethink the purpose of design, recognize and assume the marks of centuries of cultural homogenization. It is also fundamental to adjust the practice of design and its teaching to the growing societal pluralism that globalization and the deconstruction of colonial structures have reinforced. Based on an analysis of universities around the world, this research proposal was designed to question this cultural heritage that still shapes some design teaching curricula. To train professionals who can work in the context of complex problems in an increasingly culturally plural world, education must take the first step towards reconfiguring current design paradigms. This paper examines the need and possible ways of reframing design education. It examines whether and how design education can incorporate different strategies, tools, and methodologies to create curricula that are more inclusive of different types of knowledge and cultural values. The hypothesis is that in this way, design will be able to act with even more respect for people and the environment. To understand the theoretical and practical panorama to be studied, the research is based on a literature review and seventeen case studies, using the Transition Design methodology. This methodology assists in the temporal perception of the transition of change in the paradigms of current design education. The intention is to contribute to a more inclusive design education, especially for those ‘worlds’ that have always been excluded from its history
Descrição
Palavras-chave
Design social Design pluriversal Educação inclusiva Design ecológico Design de transição Escolas de design Estudos de caso