BRAVO COLOMER, PAULA URSULA
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BRAVO COLOMER, PAULA URSULA
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ubravo@udd.cl
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57216769955

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2024 2024 2023 2023 2022 2022 2021 2021 2020 2020 0.0 0.0 0.5 0.5 1.0 1.0 1.5 1.5 2.0 2.0 2.5 2.5 3.0 3.0

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Design Process Models as Metaphors in Education Context

2021 , BRAVO COLOMER, PAULA URSULA , Erik Bohemia

We 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.

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Design Literacy in Chilean Curricula

2024 , BRAVO COLOMER, PAULA URSULA , Erik Bohemia , Fernanda Saval

The Chilean school curriculum shares with the design literacy approach the goal of forming responsible citizens committed to caring for the environment. Given that design is included as obligatory content of the visual arts and technology subjects in the first 10 years of compulsory education, we wonder if the learning objectives of visual arts and technology support the development of design literacy abilities, as outlined by Lutnæs and Cross. To address this question, we coded 119 learning objectives in alignment with Lutnæs’s and Cross’s design literacy abilities. Then, we generated heatmaps to undertake a visual analysis of the alignment between the learning objectives and design literacy categories. As a result, we found a strong convergence between the Cross and Lutnæs categories and technology learning objectives, especially in lower secondary level education. In the visual arts, design was focused on aesthetics, and connections with design literacy narratives were scarce. We propose that adopting the analytical instrument (coding table) as a standardised tool will encourage comparable studies of how well design literacy is incorporated into other national curricula.

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Representaciones del proceso de diseño: de la didáctica a la metáfora

2020 , BRAVO COLOMER, PAULA URSULA , Erik Bohemia

Las representaciones visuales del proceso de diseño son usadas como dispositivos didácticos para ilustrar cuáles son las principales etapas, los tipos de pensamiento involucrados y los ciclos de retroalimentación que tienen lugar a lo largo del proceso. Considerando que la acción de representar implica seleccionar o enfatizar algunos elementos del fenómeno representado por sobre otros, nos preguntamos qué concepciones del diseño comunican esos modelos y qué aspectos omiten. Proponemos un estudio teórico con el objetivo de discutir dos aspectos centrales: a) la función didáctica de estos modelos y b) las diferentes narrativas o metáforas que estos expresan. Hemos seleccionado a discreción diferentes representaciones del proceso de diseño desde fuentes académicas y profesionales, incluyendo artículos y libros en formato físico y digital. Concluimos que estos modelos contribuyen a producir y reproducir una cultura profesional del diseño, en la medida que su creación, difusión y consumo permiten transmitir “valores compartidos” y una “narrativa” acerca del diseño entre diseñadores profesionales y en formación, pero también entre profesionales de otras áreas que buscan adoptar la forma de trabajar, pensar o aprender de los diseñadores.

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Editorial workshop. Establishing Design Literacy International Network

2021 , Liv Merete Nielsen , Erik Bohemia , Janne Beate Reitan , Karen Brænne , BRAVO COLOMER, PAULA URSULA , CORTES LOYOLA, CATALINA

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Editorial I. Perspectives on Design Literacy

2023 , Erik Bohemia , BRAVO COLOMER, PAULA URSULA , Liv Merete Nielsen

Knowledge and skills are tightly entangled with economic and political power. In past agricultural societies, most of the population required skills such as animal husbandry for food and sewing clothing to keep warm. Centuries later, with the advent of an economy centred on the extraction of natural resources and the production of consumer goods, it was necessary to develop more complex skills that enabled people to integrate into emerging societies. School systems were responsible for initiating this process through the ‘literacy’ of the child population. They provided the content and conditions for children to develop the skills needed to read, understand and produce written texts. This approach, albeit with some nuances, was the predominant perspective until the second half of the twentieth century, when new understandings of literacy emerged due to rapid technological advances and critical perspectives that questioned the role of the school in reproducing social relations of power and control (Arredondo & Corzo, 2017; Southwell, 2013).

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Editorial track 6.b Design Literacy enabling Critical Innovation Practices

2021 , Liv Merete Nielsen , Eva Lutnæs , Mia Porko-Hudd , BRAVO COLOMER, PAULA URSULA , CORTES LOYOLA, CATALINA , Rita Assoreira Almendra , Erik Bohemia

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