Design de superfície: por um ensino no Brasil
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Data
2017-11-29
Autores
Silva, Márcia Luiza França da
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O Design de Superfícies (DS), proposto como especialidade do Design em 2005, ainda não possui curso específico em graduação. Esta tarefa está atualmente ao encargo de cinco especializações na região sul-sudeste do Brasil. Ao propor o Design de Superfícies como uma especialidade, o CNPq veio sistematizar um conjunto de saberes difundidos em técnicas diversas, com este título que, no plural, agrega todas as superfícies diversas de suportes também diversos. O objetivo desta pesquisa foi o de propor premissas para formação de disciplinas em Design de Superfícies, constituindo-se numa análise da situação de seu ensino no país. A metodologia utilizada deu-se nas seguintes etapas: a) tomar ciência do que vem a ser o Design de Superfície, sua trajetória histórica e conceituações até suas áreas de atuação; b) a detecção do estado da arte do ensino do DS no país, o que permitiu vislumbrar a situação dos cursos técnicos, graduação e pós-graduação; c) a realização de uma pesquisa bibliométrica, que possibilitou conhecer o universo de publicações acadêmicas no Design e a contribuição do DS; d) O estudo de caso da Especialização em Design de Superfícies da UFSM, já com 27 anos de existência, completando 14 edições, num total de 118 trabalhos acadêmicos que permitiu o acesso a importante acervo, além de uma grade curricular que colaborou para embasar os trabalhos; e) O delineamento de um perfil para um graduado em Design, cujas competências vão ao encontro das questões abordadas nos conceitos do Design de Superfície. Tais etapas permitiram a percepção da existência de áreas interdisciplinares, como as Artes Visuais, o Design Gráfico, o Design de Moda, Design de Produto, dentre outras, fazendo uso dos cadastros governamentais e-MEC e PRONATEC, além dos sites de instituições e uma participação tímida na produção intelectual respectiva ao DS (3,5% do montante pesquisado). Igualmente, conseguiu-se um alinhamento que permitiu traçar as competências e habilidades de um designer de superfícies, além das disciplinas, ementas e laboratórios, entendendo-se que a hipótese tem então, sua aceitação. Mesmo que existam lacunas no ensino superior, elas podem ser reduzidas com metodologias construtivistas para integrar interdisciplinaridade do DS. Nesta visão, são três as formas de se desenvolver as competências, a do Saber, Saber Fazer e Saber Ser. Baseada no processo projetual híbrido de Rinaldi, na conclusão, as competências puderam demonstrar sua interdisciplinaridade, ficando como competências fundamentais, específicas, representacionais, projetuais e relacionais do Design de Superfícies.
Surfaces Design (DS), proposed as a Design specialty in 2005, does not have yet a specific undergraduate course. This task is currently in charge of five Specialization Courses in the South-southeast region of Brazil. In proposing Surfaces Design as a specialty, CNPq came to systematize a set of knowledge diffused in different techniques. This title, in plural, aggregates all the diverse surfaces and supports. The aim of this research was to propose premises for the formation of subjects in Surfaces Design, constituting an analysis of the situation of its teaching in the country. The methodology used occurred in these following steps: a) to become aware of what Surfaces Design is, its historical trajectory and conceptualizations up to its areas of action; b) the detection of the condition of teaching the DS in the country, which allowed to glimpse the situation of technical, undergraduate and postgraduate courses; c) the carrying out of a bibliometric research, which allowed to know the universe of academic publications in the Design and the contribution of the DS; d) the case study of the Specialization in Surface Design of UFSM, which has been in existence for 27 years, completing 14 editions, in a total of 118 academic papers that allowed access to an important collection, as well as a curriculum that collaborated to support the works; e) the design of a profile for a graduate in Design, whose competencies meet the issues addressed in the concepts of Surfaces Design. These stages allowed the perception of interdisciplinary areas, such as Visual Arts, Graphic Design, Fashion Design, Product Design, among others, making use of e-MEC and PRONATEC government registries, as well as institutional websites, timely participation in the intellectual production of DS (3.5% of the amount surveyed). Likewise, an alignment was achieved that allowed to draw the skills and abilities of a surface designer, besides the disciplines, menus and laboratories, by understanding that the hypothesis then has its acceptance. Even if there are gaps in higher education, they can be reduced with constructivist methodologies to integrate DS interdisciplinarity. In this view, there are three ways to develop the skills: Knowing, Knowing Do and Knowing To Be. Based on Rinaldi's hybrid design process, in the conclusion, the competencies were able to demonstrate their interdisciplinarity, becoming fundamental, specific, representational, design and relational skills of Surface Design.
Surfaces Design (DS), proposed as a Design specialty in 2005, does not have yet a specific undergraduate course. This task is currently in charge of five Specialization Courses in the South-southeast region of Brazil. In proposing Surfaces Design as a specialty, CNPq came to systematize a set of knowledge diffused in different techniques. This title, in plural, aggregates all the diverse surfaces and supports. The aim of this research was to propose premises for the formation of subjects in Surfaces Design, constituting an analysis of the situation of its teaching in the country. The methodology used occurred in these following steps: a) to become aware of what Surfaces Design is, its historical trajectory and conceptualizations up to its areas of action; b) the detection of the condition of teaching the DS in the country, which allowed to glimpse the situation of technical, undergraduate and postgraduate courses; c) the carrying out of a bibliometric research, which allowed to know the universe of academic publications in the Design and the contribution of the DS; d) the case study of the Specialization in Surface Design of UFSM, which has been in existence for 27 years, completing 14 editions, in a total of 118 academic papers that allowed access to an important collection, as well as a curriculum that collaborated to support the works; e) the design of a profile for a graduate in Design, whose competencies meet the issues addressed in the concepts of Surfaces Design. These stages allowed the perception of interdisciplinary areas, such as Visual Arts, Graphic Design, Fashion Design, Product Design, among others, making use of e-MEC and PRONATEC government registries, as well as institutional websites, timely participation in the intellectual production of DS (3.5% of the amount surveyed). Likewise, an alignment was achieved that allowed to draw the skills and abilities of a surface designer, besides the disciplines, menus and laboratories, by understanding that the hypothesis then has its acceptance. Even if there are gaps in higher education, they can be reduced with constructivist methodologies to integrate DS interdisciplinarity. In this view, there are three ways to develop the skills: Knowing, Knowing Do and Knowing To Be. Based on Rinaldi's hybrid design process, in the conclusion, the competencies were able to demonstrate their interdisciplinarity, becoming fundamental, specific, representational, design and relational skills of Surface Design.
Descrição
Palavras-chave
Ensino do Design, Competências do Design de Superfícies, Habilidades do Design de Superfícies, Interdisciplinaridade do Design de Superfícies, Design teaching, Surface Design competencies, Surface Design skills, Surface Design interdisciplinarity