Bibiana Serpa
ABSTRACT
The article seeks to present correspondences between the Pedagogy of the Oppressed and the Participatory Design, in order to reflect on emancipatory practices in design research contexts. We will approach how Paulo Freire's pedagogical propositions can add layers of social and political reflection to discussions about democratic design, articulating the notion of Design Things. After that, we will present design experiments that aim to investigate issues of social, ethnic and gender inequality, with shared theoretical and practical approaches in the Design Anthropology Laboratory of the Superior School of Industrial Design, based in Rio de Janeiro State University.
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- Thomas Binder, Eva Brandt, Pelle Ehn & Joachim Halse. 2015. Democratic design experiments: between parliament and laboratory. In CoDesign, 11:3-4, 152-165. http://dx.doi.org/10.1080/15710882.2015.1081248Google ScholarCross Ref
- Arturo Escobar. 2016. Autonomía y diseño: La realización de lo comunal. Sello Editorial.Google Scholar
- Arturo Escobar. 2017. Response: Design for/by [and from] the ‘global South.’ In Design Philosophy Papers. (21 Apr 2017), 1-12. http://dx.doi.org/10.1080/14487136.2017.1301016Google Scholar
- Paulo Freire. 1987. Pedagogia do Oprimido. Paz e Terra.Google Scholar
- Joachim Halse, Laura Boffi. 2016. Design Interventions as a Form of Inquiry. In R. Smith, K. Vangkilde, M. Kjærsgaard, T. Otto, J. Halse, & T. Binder (Eds.), Design Anthropological Futures London. Bloomsbury.Google Scholar
- Eleni Kalantidou, Tony Fry (editors). 2014. Design in the borderlands. Routledge.Google Scholar
- Jesper Simonsen, Toni Robertson. 2012. Routledge International Handbook of Participatory Design. Routledge.Google Scholar
- Pedro L. P. de Souza. 1996. ESDI: biografia de uma idéia. EDUERJ.Google Scholar
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