SUBMARINE CITY: AN INTERDISCIPLINARY PROJECT EXERCISE

Authors

DOI:

https://doi.org/10.14571/brajets.v13.n2.144-154

Abstract

This paper presents a pedagogical experiment of context shift applied to undergraduate Design classes, with students from the second period of the course. The proposal consisted of a project exercise that transported students to the bottom of the sea to participate in an interdisciplinary learning experience in the fictional context of a Submarine City, enabling the displacement of their creative references and enabling conditions that enhanced meaningful learning. The article describes the exploration of a way of teaching related to the search for innovative solutions to problems that can be extended to disciplines of any area of knowledge.

Author Biographies

André Luis Ferreira Beltrão, Escola Superior de Propaganda e Marketing - RJ Pontificia Universidade Católica do Rio de Janeiro

professor dos cursos de Design da ESPM-RJ e da PUC-Rio (Departamento de Artes e Design). Doutorando e mestre em Design, especialista em marketing.

Rita Maria Couto, PUC-Rio

Departamento de Artes e Design

Flavia Nizia Fonseca Ribeiro, PUC-Rio

Departamento de Artes e Design

References

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FINK, L. Dee. The Power of Course Design to Increase Student Engagement and Learning. AAC&U, Winter 2007 peerReview, p13-17. Washington, DC, 2007.

FOUCAULT, Michel. Outros Espaços. Conferência no círculo de estudos arquitetônicos, 1984

LORIERI, Marcos Antonio. Busca da superação da fragmentação dos saberes nas práticas educativas: aportes históricos e contribuições do pensamento complexo de Edgar Morin. Actas do VII Congresso LUSO-BRASILEIRO de Historia da Educação. Porto, 2008.

SANTAELLA, L. O que é semiótica. São Paulo: Brasiliense, 1989.

SUVIN, Darko (1979). Estrangement and Cognition. In: Strange Horizons, 2014 . Disponível em: <http://strangehorizons.com/non-fiction/articles/estrangement-and-cognition/>. Acesso em: 11 dez. 2017.

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Published

2020-06-28

Issue

Vol. 13 No. 2 (2020)

Section

Article

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