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POLITECNICO DI TORINO Repository ISTITUZIONALE POLITECNICO DI TORINO Repository ISTITUZIONALE Design Education in Brazil: History, Critic and New Approaches for Design Innovation Original Design Education in Brazil: History, Critic and New Approaches for Design Innovation / SANTOS DELGADO, Patricia. - (2017). Availability: This version is available at: 11583/2669934 since: 2017-04-28T15:55:09Z Publisher: Politecnico di Torino Published DOI:10.6092/polito/porto/2669934 Terms of use: Altro tipo di accesso This article is made available under terms and conditions as specified in the corresponding bibliographic description in the repository Publisher copyright (Article begins on next page) 04 August 2020 Doctoral Dissertation Doctoral Program in Management Systems and Industrial Design (28th Cycle) Design Education in Brazil: History, Critic and New Approaches for Design Innovation By Patricia Santos Delgado ****** Supervisor(s): Prof. Pier Paolo Peruccio, Supervisor Prof. Rita de Castro Engler, Co-Supervisor Doctoral Examination Committee: Prof. Alberto CASTELLERO, Referee, Università degli Studi di Torino - Italy Prof. Dijon de MORAES, Referee, University of Minas Gerais State - Brazil Prof. Maurizio GALETTO, Referee, Politecnico di Torino - Italy Politecnico di Torino 2017 Declaration I hereby declare that, the contents and organization of this dissertation constitute my own original work and does not compromise in any way the rights of third parties, including those relating to the security of personal data. Patricia Santos Delgado 2017 * This dissertation is presented in partial fulfillment of the requirements for Ph.D. degree in the Graduate School of Politecnico di Torino (ScuDo). I would like to dedicate this thesis to my biggest loves and adventure fellows, João and Fernando. Acknowledgment I would like to acknowledge first and specially my husband, João, for being by my side during this entire journey. Without his love, care, support, dedication and friendship this work would be impossible. To our son, Fernando, who came in the right moment, re-signifying everything for me. My father Leonardo, my brother Mauro, my cousin Catarina, and my biggest friends, Marina and Didi, loved and special people, who even from afar, were always present. To the foreign friends, who made our days more joyous, and to the Brazilian friends, who made us leave the homesickness a little further. To the doctoral students fellows from UEMG, and colleagues of the department. To Fabio and Laura, for the help and support with the final writing. To my tutor Dr. Pier Paolo Peruccio and my co-tutor Dr. Rita Engler. To Dr. Dijon de Moraes, first of all for being a source of inspiration, also for the opportunity, attention and for all advices. To the institutions, the Foundation of Support to the Research of the Minas Gerais State (FAPEMIG), the Minas Gerais State University (UEMG) and the Polytechnic of Turim (POLITO). 3 Abstract Never before in history people have been so connected. It is clear on people’s minds that we are part of a system, and that everything is integrated. News travel across the world in seconds, distances do not exist anymore, cultures are mixed and the world has been increasingly more holistic. Within this scenario, our demands and expectations regarding designers also are changing. In the past, we did hope that designers would bring modern and innovative products, capable of connecting us with the future. Today the needs go beyond. The roots are coming back with humanistic values, the contact with others and the social life. There is a growing concern about preserving nature, culture and traditions. This is what matters today. Therefore, it is not expected that designers solely design technological and innovative objects. Rather, it is required of them to project systems capable of connecting people, valuing culture, traditions, and welfare. With that being said, comes the question: We demand this posture from designers, but are we preparing them for this? We await designers to have a holistic posture, while we give them a linear, Cartesian education, divided in modules and grades. Disciplines award higher value to issues like technology and economics, which are constantly changing, instead of human and social issues. Thus, the focus of the present work lies on didactics. Bringing these matters up to reflection, this study discusses further than the “what” has been taught: the “how” it has been taught. The present work was performed in two parts, divided into a desk research and a field research. In the desk research, a study was conducted regarding didactic theories with emphasis on the constructivist approach. Then, a survey was carried out related to the development of design methodologies from the twentieth century to the present day, with emphasis in design thinking and systemic thinking development. In sequence, this study discussed the design education around the world. To this end, a number of cases presenting a differential in design education were analyzed. In the desk research, the contextualization of the problem was addressed, a study of Brazil in relation to its general characteristics and its characteristics related to design and design education, with focus on the Design School from UEMG. In the field research, a case study was realized at the Design School of UEMG (Brazil), aiming to verify the feasibility of application of new approaches and techniques researched and to raise features that should be adapted to the local context. At the end, a set of tools and approaches were presented considering that they can be employed in the university to induce students and professors to a new posture, leading to a new teaching model, more open, fluid and dynamic, prioritizing humanistic values in favor of the man, the community and the environment. In this way, it is hoped that the new professionals are able to have a contextualized and systemic performance, enhancing local identity, preserving resources, culture and still unveiling new possibilities of action for new designers. Contents 1. Introduction ........................................................................................................ 1 2. State of Art ......................................................................................................... 7 2.1 Didactics .................................................................................................. 7 2.2 Design Methods ..................................................................................... 19 2.2.1 Evolution of Design Methods ......................................................... 19 2.2.2 Design Thinking Development ....................................................... 43 2.2.3 Systemic Thinking .......................................................................... 55 2.3 Design Education around the World ..................................................... 63 2.3.1 Design Education for Complex Situations ...................................... 63 2.3.2 Cases of Innovation in Design Education ....................................... 66 2.3.3 Rotman´s Design Thinking Methodology –Toronto University ..... 74 2.3.4 Systems Oriented Design ................................................................ 76 2.3.5 Strategic Design Scenarios – Product-Service System ................... 79 2.3.6 Archeworks ..................................................................................... 82 2.3.7 CEDTec........................................................................................... 84 2.3.8 Open System – Polytechnic of Turin .............................................. 86 2.3.9 Discussion ....................................................................................... 89 2.4 Brazilian Design Context....................................................................... 93 2.4.1 Brazilian Context ............................................................................ 93 2.4.2 Brazilian People .............................................................................. 98 2.4.3 Traditional Design in Brazil.......................................................... 107 2.4.4 From Products to Crafts ................................................................ 116 2.4.5 Brazilian Dilemma ........................................................................ 124 2.5 Brazilian Design Education ................................................................. 127 2.5.1 History of Brazilian Design Education ......................................... 127 2.5.2 Didactics ....................................................................................... 135 2.5.3 Design Schools in Brazil ............................................................... 140 3. Case Study: UEMG – Brazil .......................................................................... 145 3.1 Contextualization: Minas Gerais State ................................................ 145 3.1.1 Characteristics ............................................................................... 145 3.1.2 History and Culture ....................................................................... 148 3.1.3 Design in Minas Gerais ................................................................. 155 3.2 Design School - Minas Gerais State University (UEMG) ................... 161 3.2.1 Product Design Course ................................................................. 169 3.3 New Approaches Experience............................................................... 177 3.3.1 Experience of Metaproject Approach Application
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