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Abstract(s)
O ensino do design tem vindo a fazer evoluir o desenvolvimento de competên cias perante a complexidade crescente da realidade. Com um enquadramento
teórico construído a partir de contributos recentes sobre o tema, realizámos um estudo exploratório envolvemos estudantes de design. Com o objetivo de
compreender as condições da abordagem aos problemas complexos refle timos de modo mais alargado sobre o contexto de ensino-aprendizagem do século XXI. Os estudantes abordaram um problema complexo, um problema real colocado por um interlocutor real. Começámos por aferir da perceção dos estudantes sobre as condições do ambiente e das particularidades inerentes a aspetos intrapessoais. Permitindo-lhes escolher o nível de abordagem ao problema observámos o seu desempenho em sessões autónomas de inte ração com o interlocutor, previamente preparadas. Completámos os dados em análise com as razões identificadas pelos próprios estudantes para o seu desempenho. A partir dos resultados formulámos um conjunto de questões sobre as condições do contexto de ensino-aprendizagem, que podem con tribuir para desenvolver e aprofundar a reflexão sobre os desafios colocados ao ensino do design pela necessidade de abordagem à complexidade. Na nossa perspetiva, as condições a que têm de responder os contextos de ensino terão que permitir que a resposta à complexidade seja alcançada pelo domínio de competências cujo foco seja dirigido para os problemas.
Abstract: Design teaching has been advancing the development of skills in the face of the growing complexity of reality. With a theoretical framework built from recent contributions on the topic, we carried out an explora tory study involving design students. With the aim of understanding the conditions for approaching complex problems, we reflect more broadly on the teaching-learning context of the 21st century. The students ad dressed a complex problem, a real problem posed by a real interlocutor. We begin by assessing the students' perception of environmental condi tions and the particularities inherent to intrapersonal aspects. Allowing them to choose the level of approach to the problem, we observed their performance in autonomous interaction sessions with the interlocutor, previously prepared. We completed the data under analysis with the rea sons identified by the students themselves for their performance. Based on the results, we formulated a set of questions about the conditions of the teaching-learning context, which can contribute to developing and deepening reflection on the challenges posed to design teaching by the need to approach complexity. From our perspective, the conditions to which teaching contexts must respond will have to allow the response to complexity to be achieved through the mastery of skills whose focus is directed towards the problems.
Abstract: Design teaching has been advancing the development of skills in the face of the growing complexity of reality. With a theoretical framework built from recent contributions on the topic, we carried out an explora tory study involving design students. With the aim of understanding the conditions for approaching complex problems, we reflect more broadly on the teaching-learning context of the 21st century. The students ad dressed a complex problem, a real problem posed by a real interlocutor. We begin by assessing the students' perception of environmental condi tions and the particularities inherent to intrapersonal aspects. Allowing them to choose the level of approach to the problem, we observed their performance in autonomous interaction sessions with the interlocutor, previously prepared. We completed the data under analysis with the rea sons identified by the students themselves for their performance. Based on the results, we formulated a set of questions about the conditions of the teaching-learning context, which can contribute to developing and deepening reflection on the challenges posed to design teaching by the need to approach complexity. From our perspective, the conditions to which teaching contexts must respond will have to allow the response to complexity to be achieved through the mastery of skills whose focus is directed towards the problems.
Description
Keywords
Tipografia Tipos de letras Jornais impressos Ciências da comunicação Typography Typefaces Printed newspapers Communication sciences
Citation
SUZETE, Ana ; LOPES, Afonso (2024) - Instantâneo da tipografia dos jornais impressos em Portugal. In RAPOSO, Daniel, ed. [et al.] - Research and teaching in design and music. Castelo Branco : IPCB. Vol IV, p. 3-16. (Convergências Research Books). DOI: 10.53681/2024.I03/03
Publisher
IPCB