[{"data":1,"prerenderedAt":234},["ShallowReactive",2],{"person-2874f392-b313-42ba-ba07-13e93de0fc3b":3},{"success":4,"person":5,"request":230},true,{"lastName":6,"role":7,"name":8,"description":9,"_id":10,"designation":7,"id":7,"email":11,"url":7,"createDate":12,"filiation":13,"slugs":14,"articles":17},"Moura","","Heloisa",{},"2874f392-b313-42ba-ba07-13e93de0fc3b","moura@id.iit.edu","2025-12-28T12:14:26-03:00","Illinois Institute of Technology",[15,16],"heloisa-moura","moura-heloisa",[18,129],{"pageRange":19,"parent":20,"data":21,"trackId":29,"type":30,"typeData":31,"slugs":92,"metaData":94,"langs":96,"_id":99,"status":100,"updateDate":101,"contributors":102,"contributorsIds":127,"download":128,"slug":93},"1432-1443","50fdb9c5-a3aa-47ea-b71c-8a1b73447b29",{"secondary":22,"primary":25},{"keywords":23,"excerpt":24,"title":7},"\u003Cp>Design, undergraduate education, teaching-learning, curriculum\u003C/p>","Society traditions are resistant to change, also in Design education. International authors of a recent publication on the future of education propose that Design teaching is static, fragmented and inefficient – that is, inadequate to accommodate the transformations of the world and the complexity of its current challenges. Both the curriculum and the pedagogical approach are behind, pointing towards the need to revise its very educational goals, that is, to question again which designer should be formed – an industrial drawing technician or a reflexive and critical system thinker, who is able to contribute to the cocreation of a sustainable future? Based on the view of the new professional, the present article, focused on universities situated at the Rio Grande do Sul state in Brazil and on the advancements and limitations of the country’s education legislation, introduces an analysis of the historical evolution, pedagogical goals and curricular content and structure of the different existent Design programs. Following, it proposes initial guiding principles and recommendations for the renewal of the local practice.",{"keywords":26,"excerpt":27,"title":28},"\u003Cp>Design, educação superior, ensino-aprendizagem, currículo\u003C/p>","As tradições da sociedade são resistentes à mudança, inclusive na educação superior em Design. Autores internacionais de recente obra sobre o futuro da educação na área propõem que o ensino do Design é estático, fragmentado e ineficiente – em suma, inadequado para acomodar as transformações do mundo e complexidade dos desafios atuais. Tanto o currículo como a abordagem pedagógica estão defasados, apontando para a necessidade de revisão dos próprios objetivos educacionais, ou seja, de voltar a questionar que designer pretende-se formar – um desenhista industrial técnico ou um pensador sistêmico, reflexivo, crítico e capaz de contribuir para a cocriação de um futuro sustentável? Com base em visão desse novo profissional, o presente artigo, com foco nas instituições de ensino do Rio Grande do Sul e nos avanços e limitações da legislação brasileira de ensino, apresenta análise da evolução histórica, objetivos pedagógicos, e estrutura e conteúdo curricular dos diferentes programas de Design existentes. A partir dela, propõe um conjunto inicial de princípios norteadores e recomendações para a renovação da prática no Estado.","Um Retrato Atual da Educação Superior em Design no Rio Grande do Sul","wssh8c94","article",{"startPage":32,"file":33,"references":36,"endPage":91,"track":29,"doi":7},1432,{"fullpath":34,"name":35},"https://storage.googleapis.com/memoria-ped.appspot.com/articles%2F10_congresso_brasileiro_de_pesquisa_e_desenvolvimento_em_design%2Fwssh8c94-1766868789-1432-1443.pdf","wssh8c94-1766868789-1432-1443.pdf",[37,40,43,46,49,52,55,58,61,64,67,70,73,76,79,82,85,88],{"id":38,"label":39},"fd44d7a6-5730-418b-b4f2-b4839865ec57","\u003Cp>BELL, Daniel. \u003Cstrong>O advento da sociedade pós-industrial\u003C/strong>: Uma tentativa de previsão social. São Paulo: Cultrix, 1977.\u003C/p>",{"label":41,"id":42},"\u003Cp>CLARK, Colin. \u003Cstrong>The conditions of economic progress\u003C/strong>. New York: Macmillan & Co., 1940.\u003C/p>","d47aae87-db1b-429a-9560-adf3c924f6f9",{"label":44,"id":45},"\u003Cp>COUTO, Rita. \u003Cstrong>Escritos sobre Ensino de Design no Brasil\u003C/strong>. Rio de Janeiro: RioBook's, 2008.\u003C/p>","9c52bef1-6688-498c-a54c-a5c4ffe06f84",{"label":47,"id":48},"\u003Cp>FINDELI, Alain. Moholy-Nagy ́s design pedagogy in Chicago (1937-46). \u003Cstrong>Design Issues\u003C/strong>, V. 7, N. 1, 1990.\u003C/p>","a48a4f4b-2dda-43f2-a311-1f4245665980",{"id":50,"label":51},"f07f4af3-bd16-4f31-be02-7bc7b7033253","\u003Cp>______, Alain. Rethinking design education for the 21st century: Theoretical, methodological and ethical discussion. \u003Cstrong>Design Issues\u003C/strong>, V. 17, N. 1, 2001.\u003C/p>",{"label":53,"id":54},"\u003Cp>FRIEDMAN, Ken. Design Curriculum Challenges for Today's University. In \u003Cstrong>Proceedings of Enhancing the Curricula\u003C/strong>, Centre for Learning and Teaching in Art and Design, London, UK, 2002.\u003C/p>","8e06ed57-1084-46d5-b26b-a08403694696",{"label":56,"id":57},"\u003Cp>______, Ken. Models of Design: Envisioning a Future Design Education. \u003Cstrong>Visible Language\u003C/strong>, V. 46, N. 3, 2012.\u003C/p>","01a27e86-11c7-47da-a6cc-0d925b69b84b",{"label":59,"id":60},"\u003Cp>INSTITUTO BRASILEIRO DE GEOGRAFIA E ESTATÍSTICA – IBGE. \u003Cstrong>Pesquisa anual de serviços\u003C/strong>, 2013. Disponível em: \u003C http://www.ibge.gov.br >. Acesso em: 10 abr. 2014.\u003C/p>","64484ee6-3446-44d8-94eb-44dacf299c52",{"label":62,"id":63},"\u003Cp>INSTITUTO NACIONAL DE ESTUDOS E PESQUISAS EDUCACIONAIS – INEP. \u003Cstrong>Conceito ENADE 2012\u003C/strong>, 2012. Disponível em: \u003Chttp://download.inep.gov.br/educacao_superior /enade/planilhas/2012/conceito_enade_2012.xlsx>. Acesso em: 10 abr. 2014.\u003C/p>","03b4a1f0-49d0-4583-9dba-63a2382c5a5d",{"label":65,"id":66},"\u003Cp>MINISTÉRIO DA EDUCAÇÃO – MEC. \u003Cstrong>Sistema e-MEC\u003C/strong>. Disponível em: \u003Chttp://www. emec.mec.gov.br>. Acesso em: 10 abr. 2014.\u003C/p>","acc71558-a101-4807-9149-5d912c3b22bb",{"label":68,"id":69},"\u003Cp>MOHOLY-NAGY, László. \u003Cstrong>The New Vision\u003C/strong>: Fundamentals of Design, Painting Sculpture, Architecture, The New Bauhaus Books Series 1. W. W. Norton, New York, 1938.\u003C/p>","51f6f1ac-e498-4802-91ce-e73e244d5d16",{"id":71,"label":72},"1795819b-e91d-4107-9089-b962dc900a56","\u003Cp>______, László. \u003Cstrong>Vision in Motion\u003C/strong>, Chicago: Paul Theobald and Co., 1947.\u003C/p>",{"id":74,"label":75},"7bd7be8f-f436-4e06-82eb-f5dba296e73d","\u003Cp>MORIN, Edgar. \u003Cstrong>Educação e complexidade\u003C/strong>: Os sete saberes e outros ensaios. São Paulo: Cortez, 2005.\u003C/p>",{"label":77,"id":78},"\u003Cp>NORMAN, A. Donald. \u003Cstrong>Why Design Education Must Change\u003C/strong>. 2010. Disponível em: \u003Chttp://www.core77.com/blog/columns/why_design_education_must_change_17993.asp>Acesso em: 16 jun. 2013.\u003C/p>","4a696538-0c48-436e-bcfc-b7099184a547",{"label":80,"id":81},"\u003Cp>POGGENPOHL, Sharon. Envisioning a Future Design Education: an Introduction. \u003Cstrong>Visible Language\u003C/strong>, v. 46, n. 1/2, p. 8-18, 2012.\u003C/p>","35774120-8bd5-4b40-b7c8-e1eca609b275",{"label":83,"id":84},"\u003Cp>POGGENPOHL, Sharon; SATO, Keiichi (Eds). \u003Cstrong>Design Integrations\u003C/strong>: Research and Collaboration. Bristol, UK: Intellect, 2009.\u003C/p>","4185acf9-914f-4f37-a973-739a0d571f51",{"label":86,"id":87},"\u003Cp>SLESS, David. Design or “Design” – Envisioning a Future Design Education. \u003Cstrong>Visible Language\u003C/strong>, v. 46, n. 1/2, p. 8-18, 2012.\u003C/p>","2e8bc7ea-7685-4fee-a2a4-d1e279654ddd",{"id":89,"label":90},"f8328616-8a3c-4149-bb94-e52a0a1f91a5","\u003Cp>VAN DER WAARDE, Karel; VROOMBOUT, Maurits. Communication Design Education: Could Nine Reflections be Sufficient. \u003Cstrong>Visible Language\u003C/strong>, v. 46, n. 1/2, p. 20-35, 2012.\u003C/p>",1443,[93],"um-retrato-atual-da-educacao-superior-em-design-no-rio-grande-do-sul",{"updateDate":7,"createDate":95,"deleteDate":7},1766868789,[97,98],"primary","secondary","2d1fdd01-bf36-414b-aa29-1e95c77fae5f","enabled","2025-12-28T19:14:48-03:00",[103,104,117],{"filiation":13,"_id":10,"role":7,"designation":7,"lastName":6,"email":11,"url":7,"name":8},{"id":7,"role":7,"email":105,"createDate":106,"lastName":107,"_id":108,"slugs":109,"filiation":112,"path":113,"lastmodified":114,"name":115,"designation":7,"description":116,"url":7,"objectID":108},"crisbertoni@gmail.com","2025-12-27T20:53:09.124Z","Bertoni","5f28f423-2073-40f8-9c58-3fe3c1ffb144",[110,111],"cristopher-faoro-bertoni","bertoni-cristopher-faoro","UniRitter Laureate International Universities","people/5f28f423-2073-40f8-9c58-3fe3c1ffb144",1766868789124,"Cristopher Faoro",{},{"lastName":118,"objectID":119,"id":7,"name":120,"lastmodified":114,"role":7,"createDate":106,"email":121,"url":7,"path":122,"description":123,"_id":119,"slugs":124,"filiation":112,"designation":7},"Silveira","1f66cf9c-1eee-4659-b729-38b3970c92cb","André L. Marques da","andre_silveira@uniritter.edu.br","people/1f66cf9c-1eee-4659-b729-38b3970c92cb",{},[125,126],"andre-l-marques-da-silveira","silveira-andre-l-marques-da",[10,108,119],1,{"pageRange":130,"parent":131,"updateDate":12,"data":132,"trackId":138,"type":30,"typeData":139,"slugs":185,"metaData":187,"langs":189,"_id":190,"contributors":191,"contributorsIds":228,"createDate":229,"status":100,"download":128,"slug":186},null,"f43247ba-af93-4a8a-898e-651ef65d9bd2",{"secondary":133,"primary":137},{"keywords":134,"excerpt":135,"title":136},"\u003Cp>Collaborative environment, physical/virtual interplay, design process\u003C/p>","\u003Cp>ThinkeringSpace (http://www.ThinkeringSpace.com) is a hybrid system, made of networked physical environments, that seeks to bring school-age children together to tinker with things, both physical and virtual, reflect upon what they do and discover, and elaborate their ideas in ways they can share with others. Situated in content rich institutions such as libraries, and connected to a mentorship network, these places within spaces encourage self-directed, productive inquiry, and create new opportunities for face-to-face and stigmergic collaboration through tangible interfaces, and large scale and multi-input technologies. This short paper presents an overview of the ongoing design and development of these collaborative spaces.\u003C/p>","\u003Cp>Thinkeringspace: Designing a System of Collaborative Environments for Kids\u003C/p>",{"keywords":7,"excerpt":7,"title":136},"tu0kxfwj",{"startPage":140,"file":141,"references":144,"endPage":184,"track":138,"doi":7},"2637",{"fullpath":142,"name":143},"https://storage.googleapis.com/memoria-ped.appspot.com/articles%2F10_congresso_brasileiro_de_pesquisa_e_desenvolvimento_em_design%2Ftu0kxfwj-1766934866-2637-2642.pdf","tu0kxfwj-1766934866-2637-2642.pdf",[145,148,151,154,157,160,163,166,169,172,175,178,181],{"label":146,"id":147},"BROWN, J. S. Relearning learning: applying the long tail to learning. \u003Cstrong>MIT iCampus Lecture Series\u003C/strong>: Learning without Barriers, Technology without Borders, 2006. Available at: \u003Chttp://mitworld.mit.edu/video/419/>.","e51263b9-8eda-4f35-a2b1-249a7af2e72b",{"label":149,"id":150},"ELLIOT, M. Stigmergic Collaboration: A Theoretical Framework for Mass Collaboration. \u003Cstrong>Ph.D. thesis\u003C/strong>, Victorian College of the Arts, University of Melbourne, Australia, 2007.","8be16e13-b4d0-4f93-ac80-115b80ec43e1",{"label":152,"id":153},"JENKINS, H.; CLINTON, K.; PURUSHOTMA, R.; ROBINSON, A.; WEIGEL, M. Confronting the challenges of participatory culture: Media education in the 21st Century. \u003Cstrong>MacArthur Foundation, White Paper\u003C/strong>, 2006. Available at: \u003Chttp://www.digital learning.macfound.org>.","65811e9e-a83a-43ed-9bc7-22077f200692",{"id":155,"label":156},"063d1e68-4027-40ff-94dc-2373e1ea5a66","LEVI-STRAUSS, C. \u003Cstrong>The savage mind\u003C/strong>. Chicago: University of Chicago Press, 1962.",{"id":158,"label":159},"357511ed-e076-4b73-9e12-87d2b65eca27","MOURA, H.; FAHNSTROM, D.; PRYGROCKI, G.; McLEISH, T. J. \u003Cstrong>Towards a model of tinkering\u003C/strong>. Submitted May 2008a.",{"label":161,"id":162},"MOURA, H.; FAHNSTROM, D.; PRYGROCKI, G.; McLEISH, T. J. ThinkeringSpace: an Experiment in Exploratory Learning. \u003Cstrong>Learning Conference 08, 15th International Conference on Learning\u003C/strong>, University of Illinois, Chicago, IL, June 2008b.","34ce19d1-f8a9-40a0-b85f-75a7c71b590c",{"id":164,"label":165},"5ac935e5-1e78-4e6c-afee-7291d5649af7","MOURA, H.; FAHNSTROM, D.; PRYGROCKI, G.; McLEISH, T. J. Designing ThinkeringSpaces. \u003Cstrong>7th International Conference on Interaction Design and Children\u003C/strong>, Northwestern University, Evanston Campus, Poster session, June 2008c.",{"label":167,"id":168},"OVIATT, S. Multimodal interfaces. In: \u003Cstrong>The Human-Computer Interaction Handbook\u003C/strong>: Fundamentals, Evolving Technologies and Emerging Applications, J. Jacko and A. Sears, Eds. Lawrence Erlbaum Assoc., Mahwah, NJ, v. 14, p. 286-304, 2003.","b2fcab58-be21-4685-833b-a8043a0c1ed8",{"id":170,"label":171},"4f44b80d-ef99-4da8-8641-e02e5ff90758","PAPERT, S. \u003Cstrong>The children's machine\u003C/strong>: Rethinking school in the age of the computer. New York: Basic Books, 1993.",{"label":173,"id":174},"PARTNERSHIP FOR 21ST CENTURY SKILLS. \u003Cstrong>Partnership for 21st Century Skills Framework\u003C/strong>, 2007. Available at: http://www.21stcenturyskills.org/documents/Framework flyer092806.pdf>.","983e2f83-da70-4897-98d7-414669b6eaa5",{"label":176,"id":177},"PAWAR, U.; PAL, J.; & TOYAMA, K. Multiple mice for computers in education in developing countries. In \u003Cstrong>Conference Proceedings of ICTD06\u003C/strong>, p. 64-71, 2006.","aba228a0-5cf2-4fc6-935b-e2eacc31e22c",{"label":179,"id":180},"REVELLE, G.; ZUCKERMAN, O.; DRUIN, A.; & BOLAS, M. Tangible user interfaces for children. \u003Cstrong>Conference on Human Factors in Computing Systems, CHI '05 extended abstracts HFCS\u003C/strong>, Special interest groups session SIGs, Portland, OR, p. 2051-2052, 2005.","04c7b1b0-ca3e-4f34-9f9a-85d748928bd8",{"label":182,"id":183},"TURKLE, S. \u003Cstrong>Life on the Screen\u003C/strong>: Identity in the Age of the Internet. New York: Simon and Schuster, 1995.","7b540a4e-1295-4c81-b372-22d29e0af749","2642",[186],"thinkeringspace-designing-a-system-of-collaborative-environments-for-kids",{"updateDate":7,"createDate":188,"deleteDate":7},1766934866,[97,98],"374bee2c-b467-4ee3-9b64-43b20c679f06",[192,198,208,218],{"email":11,"lastName":6,"lastmodified":193,"id":7,"url":7,"name":8,"slugs":194,"createDate":195,"_id":10,"role":7,"description":196,"objectID":10,"designation":7,"path":197,"filiation":13},1766934866102,[15,16],"2025-12-28T15:14:26.101Z",{},"people/2874f392-b313-42ba-ba07-13e93de0fc3b",{"url":7,"role":7,"_id":199,"description":200,"email":201,"path":202,"objectID":199,"designation":7,"id":7,"filiation":13,"lastName":203,"createDate":195,"lastmodified":193,"slugs":204,"name":207},"5a3a7cd7-30a2-4d5e-b603-e9bd871dd1f9",{},"dale@id.iit.edu","people/5a3a7cd7-30a2-4d5e-b603-e9bd871dd1f9","Fahnstrom",[205,206],"dale-fahnstrom","fahnstrom-dale","Dale",{"filiation":13,"id":7,"slugs":209,"name":212,"path":213,"designation":7,"lastName":214,"objectID":215,"role":7,"email":216,"_id":215,"createDate":195,"url":7,"description":217,"lastmodified":193},[210,211],"greg-prygrocki","prygrocki-greg","Greg","people/e7d703fc-3021-4257-ac83-602a0c3a593e","Prygrocki","e7d703fc-3021-4257-ac83-602a0c3a593e","prygrocki@id.iit.edu",{},{"_id":219,"name":220,"email":221,"role":7,"lastName":222,"slugs":223,"objectID":219,"designation":7,"createDate":195,"lastmodified":193,"filiation":13,"url":7,"id":7,"description":226,"path":227},"d8793526-d9a2-4232-afc3-7f11a859bc35","T. J.","mcleish@iit.edu","Mcleish",[224,225],"t-j-mcleish","mcleish-t-j",{},"people/d8793526-d9a2-4232-afc3-7f11a859bc35",[10,199,215,219],"2025-12-28T15:14:26.102Z",{"target":231,"query":232},"people/get",{"id":10,"articles":233},"true",1780316073353]