Artículos Diseño
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Browsing Artículos Diseño by Author "Bravo Colomer, Ursula"
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Item Early childhood teachers making multiliterate learning environments: The emergence of a spatial design thinking process(2020) Cortés Loyola, Catalina; Adlerstein Grimbergb, Cynthia; Bravo Colomer, UrsulaGlobally, a critical debate about multiliteracies’ teaching in early childhood education is intensifying. Teachers and researchers worldwide are rethinking ‘multiliteracies pedagogy’ and ‘multiliterate learning environments’ to design innovative and meaningful educational spaces for young children. They pursue to better account for the role (and entanglement) of spaces, places, materiality, bodies, and power in early childhood education pedagogies. Multiliterate learning environments research offers the possibility to reconceptualize early childhood classrooms as real sites of thinking revolution and unique spaces for theorizing new contours of literacy pedagogy. This study explored and elicited early childhood teachers’ thinking and making multiliterate learning environments, with an ethnographic approach. We designed a single-case study emplaced in a university’s laboratory preschool. The participant observation took place for five months and had two different outspreading moments. First, to explore and familiarize with the preschool culture and to penetrate the learning environment codes, and the second, to produce ethnographic data collaboratively with in-depth interviews. Findings show that teachers’ design thinking process is culturally situated and ‘child interest- driven,’ enabling some child agency in spatial meaning-making as co-authors of the multiliterate learning environments they inhabit. The design thinking process unfolds through an ongoing iterative and collaborative four-phased-cycle. Teachers ideate and reflect on multiliteracies and place-making decisions that materialize learning environments based on the world of children. While making multiliterate environments through this spatial design thinking process, teachers are empowered as designers and as makers of a ‘third teacher,’ where a wide-ranging diversity of people, texts, practices, meanings, and cultural contexts intersect to build communication.Item Os Papéis dos Modelos de Processos de Design como Materiais Didáticos(2019) Bravo Colomer, Ursula; Bohemia, ErikArgumentamos que representações visuais de processos de design contribuem para práticas sociais e materiais de design(ing). Eles são usados como dispositivos didáticos. Vamos discuti-los usando metáforas para ilustrar que são dispositivos para materiais ativos, dos quais a circulação, a produção e o consumo são informados e informantes das complexidades percebidas, das ambiguidades e dos paradoxos associados ao design. Propomos um estudo de acompanhamento para investigar como professores e designers usam e interpretam modelos visuais de processos de design. O motivo é identificar como esses modelos estão informando o que é o design, pois estamos interessados em entender como esses modelos estão contribuindo para o desenvolvimento do grau de instrução sobre Design.Item Roles of design processes models as didactic materials(2019) Bravo Colomer, Ursula; Bohemia, ErikWe argue that visual representations of design processes contribute toward social and material practices of design(ing). They are used as didactic devices. We will discuss them using metaphors to illustrate that they are active material devices of which circulation, production and consumption are informed and informing perceived complexities, ambiguities and paradoxes associated with design. We propose a follow-up study to investigate how teachers and designers use and interpret visual design process models. The reason is to identify how these models are informing what design is as we are interested to understand how these models are contributing to the development of Design Literacies.