The problem posed by this research project is epistemological in nature: it seeks to reflect on ways of producing knowledge in the field of Design from an interpretive approach - the term ‘interpretive’, adopted here, refers to the concept of Verstehen (interpretation, understanding), as used in the hermeneutic tradition. The main aim of the project is to take the first steps towards building an interpretive epistemic basis for scientific studies in Design. At the conclusion of the research, it is hoped to present some theoretical and methodological guidelines that can guide future research in the area.

This research aims to investigate the transition in colour printing techniques between manual interpretation and photomechanics. To illustrate this, we will look at the first colour prints produced in the country between 1880 and 1945, in particular the playful prints in the collection of the National Library Foundation. We will consider prints produced for the purpose of entertainment and amusement. In this context, we will look at colourful prints illustrating Brazil's fledgling children's literature, toys and games (aimed at both children and adults). The use of colour has an attractive differential for this type of graphic piece, and is essential as a strategy for persuasion and interest. The historical recovery aims to locate, identify and technically describe this type of print, promoting interest in Brazilian graphic memory and the visibility of seductive pieces from the BN's collection.

The research group "MEMORABLES: affective graphic manifestations" (UFPE), coordinated by Camila Brito and Solange Coutinho, aims to investigate graphic manifestations of affective memory, as well as design contributions to the development of memorable products. Initially, the group investigates the connections between graphic memory and design, urban graphics and affective memory, graphic memory, vernacular, issues of cultural identity, urban landscape and image studies in design, being able to integrate other areas according to the demands of project development. The group carries out teaching, research and extension activities, disseminating and sharing the group's production, as well as at relevant technical-scientific and cultural events in the area. The group's activities also include project consultancy, guidance on final works and participation in panels on topics related to the research lines.

This project aims to collect, document, archive and disseminate part of the teaching practices of Esdi, UERJ's School of Industrial Design. The project is based on the importance and pioneering spirit of the school since 1963 and its contributions to design teaching in Brazil, such as its influence in establishing the minimum curriculum for design courses. Despite its prominence, there is still little material available for consultation on the school's teaching and pedagogical practices and much of what is known is preserved by oral accounts and through people connected to the school, both former students and teachers. There are also archives and collections, both at the school and in private collections that have yet to be identified, which document the work and exercises done by students and taught by teachers and which can contribute to a greater understanding of the ways in which design was taught. With regard to the relationship between design and education, existing publications favour historical accounts and curricular issues, but provide little material for an investigation into pedagogical practices. In this sense, the project aims to identify and recover practices through consultations, interviews and the recording of materials produced in order to produce and make available a collection for future research.

What are the future prospects for urban life in the face of climate change? With this question in mind, and mobilising contributions from the humanities and design, this project focuses on building scenarios of possible futures for some cities around the world. These scenarios will offer a speculative overview of the possible consequences of climate change for urban life in 2050. Three cities with very different political and economic situations were selected as the key points for drawing up these scenarios: Rio de Janeiro (Brazil), Copenhagen (Denmark) and Hargeisa (Somaliland). Materialising speculative and imaginative work oriented towards possible futures, the scenarios drawn up in this project will offer input for potentially innovative design projects that seek to deal with the effects of climate change on urban life.

This research project investigates the historical, social and political relations of the field of Design as a device that operates in the conformation of gender and sexuality discourses in Western society. Through Queer, (Trans) Feminist and Decolonial studies, as well as historical research, this project proposes a critical and propositional approach to the political implications of design as a mediation technology in the normalisation of bodies. In this sense, the project also aims to investigate and publicise aesthetic-political practices and graphic memories that form counter-normative networks of resistance to erasure in the face of dominant regimes of visibility in a defined spatiality and temporality such as Brazil - and Latin America from the second half of the 20th century onwards.

Based on an understanding of design as a device that operates alongside mass communications in shaping discourses and subjectivities - understanding its praxis as a mediation technology in the standardisation of bodies in networked societies - this project promotes investigations into the ways in which technoscience, especially in the period marked by the digital transformation of cultural practices, affects regimes of visibility and collective memory.

To investigate design processes in teaching-learning strategies, inside or outside formal education, exploring the use of design thinking in activities that integrate knowledge, procedures and affections; that involve the organisation of the needs and desires of the subjects involved; that consider the complex characteristics of the context in which they occur and that promote the use of appropriate technologies, with the aim of providing a qualitative difference for the community involved.

The project proposes the identification, implementation and dissemination of strategies for articulation and reciprocal fertilisation between spaces, objects and knowledge produced at ESDI and CAp/UERJ, with a view to teacher qualification and the promotion of quality basic education. In this sense, our objectives are: (1) to immerse ESDI professors in the context of CAp/UERJ and vice versa with a view to developing an action plan involving potential agents and spaces from both institutions to make the joint actions identified feasible; (2) to implement and record the actions listed; (3) to publicise the results achieved through the production of articles, events and other appropriate devices, both inside and outside UERJ, ensuring that the synergy between the two institutions is known, strengthened and enduring. We believe that these actions have the potential to promote the integration and engagement of designers, teachers, technicians and managers at UERJ in order to bring competences and curricular content closer to the daily lives and languages/interactions of contemporary students, favouring more exciting learning for these subjects. We believe that in this way we will contribute to building a collaborative base of good practice between ESDI and CAp/UERJ and by actively disseminating it, both inside and outside UERJ, we will foster a fertile path of articulation between Design and Education.

Explore educational situations that involve teaching-learning devices and/or the development of practical activities, projects or prototypes that articulate knowledge from different dimensions or pedagogical resources that contribute to increasing the quality of interaction involving learners.

Investigate pedagogical practices, teaching-learning methodologies, curricular proposals and historical aspects of specialized training in Design. Study didactic artifacts, languages, technologies, discourses and learning spaces of this training; Analyze possible sociocultural and pedagogical interactions of specialized and non-specialized training (formal and non-formal) involved in this segment.

To investigate the exercise of design thinking and participatory design in teacher training (undergraduate, teaching, continuing education); To promote training that encourages the formation of teacher-designers of learning experiences; To record the exercise of teaching practices that make use of stimulating resources and activities, taking into account different cognitive and affective profiles.

o 8º Seminário Internacional Museografia e Arquitetura de Museus 2023 acontece em  Petrópolis nos dias 24 e 25 de outubro de 2023

Com o intuito de estudar interseccional e heterotopicamente as práticas desviantes do design, minha pesquisa de doutoramento em curso examina a simultaneidade dos outros fins aos quais designs são originalmente projetados até se deslocarem para sentidos obscenos de interação entre pessoas gays, bissexuais, trans e travestis no espaço público. Se a forma não segue a função, ela então desvia? A partir das análises objetiva e (inter)subjetiva de distintos artefatos do design, da arquitetura e do urbanismo constantes na cidade e suportadas tanto pela literatura acadêmica quanto pela ficcional, que pretendo identificar o ponto D –de desvio, prenunciado pela sociologia e apurado pela filosofia (localiza)– entre o planejado e o adulterado para, então, questionar crítica e moralmente a norma e o establishment.

CONCURSO PÚBLICO - DEPARTAMENTO DE ARQUITETURA E URBANISMO - PROFESSOR ADJUNTO 40H