BRAVO COLOMER, PAULA URSULA
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Preferred name
BRAVO COLOMER, PAULA URSULA
Main Affiliation
Email
ubravo@udd.cl
ORCID
Scopus Author ID
57216769955

Research Output

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Track 01: Design thinking to improve creative problem solving

2021 , BRAVO COLOMER, PAULA URSULA

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Innova School: utilización de métodos de diseño para crear un nuevo sistema escolar y una experiencia de aprendizaje innovadora en Perú

2016 , CORTES LOYOLA, CATALINA , BRAVO COLOMER, PAULA URSULA

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Developing Chilean Teaching Capability Through Design Thinking

2018 , CORTES LOYOLA, CATALINA , BRAVO COLOMER, PAULA URSULA , Maritza Rivera , María Jesús Honorato , Peter Lloyd , Derek Jones

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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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Editorial "Alfabetización en diseño para todos"

2020 , BRAVO COLOMER, PAULA URSULA

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Hacia una gestión visual crítica del espacio escolar

2023 , BRAVO COLOMER, PAULA URSULA

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Capturar competencias de equipos interdisciplinarios con alto desempeño creativo

2019 , CORTES LOYOLA, CATALINA , BRAVO COLOMER, PAULA URSULA , CONTRERAS CORREA, PAULINA DEL PILAR , ALBORNOZ, CARLOS

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Desarrollando habilidades pedagógicas en profesores chilenos a través del pensamiento de diseño

2024 , BRAVO COLOMER, PAULA URSULA , Lloyd, P. , CORTES LOYOLA, CATALINA , Jones, D. , RIVERA, MARITZA , María Jesús Honorato

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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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Nuestros desafíos globales

2021 , BRAVO COLOMER, PAULA URSULA

Si a principios de los setenta Papanek sostenía que el diseño era una profesión peligrosa que creaba nuevas e indestructibles formas de basura, a fines de los noventa Margolin exhortaba a los diseñadores a reinventar la cultura del diseño, dar a conocer la poderosa contribución que el diseño podía hacer en la creación de un mundo sostenible y trabajar de forma interdisciplinaria con biólogos, agrónomos, expertos forestales, urbanistas, ingenieros en gestión de residuos, entre muchos otros. Justamente, el número 6 de Revista Base busca avanzar en esta línea y promover conversaciones que visibilicen el rol del diseño en el abordaje de los desafíos globales.

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