Invenção e criação: o que pode o design e seu ensino?

Abstract

This writing problematizes the creation and the teaching of Design and finds its pretentions along with the thought of difference when exposes the fluxes among teaching, learning and creating. Searching for forms that escape recognition, which instigates all faculties – perception, memory, imagination and intelligence – to recognize an object that is the same; escaping recognition serves to re-orientate the concept of learner. The Design is seen in its political dimension, both in the intension with the social and in its relation with the capitalist market. Based on the philosophy of difference, the thesis reinforces that the encounter with the sign is provoking a force of violence that allows to create the thought on the moment in which something ruins the model, the recognition. To think the encounter in education it is to say that the installation of a learning mode on what the teacher also ignores. The thought of difference does not suit, absolutely, to talk about students and teacher of Design, but about what permeates their relations, the in between that lead to the creation of other possibilities a priori not imagined and the potential creative ruins the models made regularly by the academy – a way of teaching, the good will of learning and an offered explanation. The ruin of the models is intimately connected to the creation of a new thought that escapes the convention that to think is natural and only the good will leads to the truth and or the lack of will leads to error. The distrust that is not to be allowed to know what permeates the formation of the creator, in what way is affected, how the encounters (dis)encourage and make them vibrate to the point of leading to create other/new forms of expression. The defense is that the Design, although lacking solution for problems, has a way between sensibilias of plans for the creation of Art, Science, Philosophy and Technology that allows to meet the needs of others by offering its products, systems, services and experiences. On the ways of making in Design it is well defined the role of Technology, and for that, problematizing it as a fourth support was a necessity, as well as it was a necessary to twist the concept of innovation when to meet a escape line to social service. This set culminates in the presentation of cartographic scenes formulated from the follow-up of two disciplines of projects in a bachelor's degree in Design called: Web Design and Identity Design. In web the scenes were dedicated to processes, while the focus on the subject of Identity searched for the results obtained. The scenes show the lack of lines that ruin recognition, reinforcing what is recurrent and it repeats, no different, in education. However, the processes of thinking, learning and creating are strained and the recognition does not eliminate the fate, of what forces the act of thinking through the unexpected, involuntary encounter, something that makes the creation present, as no model can totally avoid its ruin.