Image in the Knowledge Construction

By Cristina Portugal, Rita Couto and Flavia Nizia Ribeiro.

Published by The Design Collection

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Article: Print $US10.00
Article: Electronic $US5.00

This study has as a main question witch is the role of the image in the knowledge construction. Assuming that the visual literacy is increasingly present in our daily life we should not forget that oral, written and by signs communications occurred with the aim of developing a language to reach a certain type of communication. Therefore, it’s necessary to think about the resources that can improve information and communication in educational settings. Kerry Freedman notes that the things the students learn and how they learn, breaks the traditional boundaries in the postmodern world. Actually students can get more details of the images than of the texts, because of this, the art’s education and also the education in design, among others, has a growing responsibility. While the boundaries between education, culture and entertainment has increased over the time, students learn more and more from the visual forms. In this context we must study the challenges and the limits of form, the object and the school subjects. The new technologies of information and communication’s democratic potential have far-reaching political, economic, cultural, conceptual, cognitive and epistemological that are unimaginable. we consider the design as an agent to bring innovation and difference, transforming and facilitating the subject’s interaction with objects, through studies on methods and tools needed to deal with the process of developing projects for the visual learning objects. We will present in this paper an example part of a project of Design in Education, called Multi-Tracks which is a game to help the acquisition of a second language by deaf children. This game was developed by the influence of methods and techniques of Design. The whole project of the Game Multi-Tracks went through a long investigation about the visual language to be used in the components of the game, scenario, cards, etc. Moreover, to illustrate this paper about the acting of Design in situations of teaching and learning, we will present the process of illustrations of Brazilian Signal Language from the project of the Game Multi-Tracks, which resulted in the development of a new graphical language to represent this language.

Keywords: Image, Language, Education

Design Principles and Practices: An International Journal, Volume 5, Issue 3, pp.327-336. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.967MB).

Dr. Cristina Portugal

Researcher, Arts and Design, Pontifical Catholic University of Rio de Janeiro, Rio de Janeiro, RJ, Brazil

PhD in Design from the Pontifical University of Rio de Janeiro (PUC-Rio) PhD Sandwich at the Universidad de Sevilla (CAPES Fellow), Master in Design (2004) and Graduate in Design PUC- Rio Specialization Courses in Graphic Design by U. C. Berkeley Extension - California, USA. It is a researcher at the Interdisciplinary Laboratory Design / Education Department of Art & Design at PUC-Rio, which develops projects of Design in the teaching-learning situations with support from CNPq and FAPERJ. Has experience of more than 12 years in the development and implementation of projects in the area of Computer Education as managing partner of the company SINAPSE Educational Technology. Start of activities such as unit franchisee of Futurekids Computer Learning Center. She is a member of the research group Pedagogy of the CNPq a researcher at the Interdisciplinary Laboratory for Design / Education - LIDE, Pontifical Catholic University of Rio de Janeiro Her research includes the following areas: Design in Education. Interface Design, Information Design, Theory and Methodology in Design, Distance Education, Interdisciplinary, Development and Evaluation of Learning Objects, Visual Culture, Visual Communication and Theory of Colors.

Dr. Rita Couto

Teacher, Arts and Design, Pontifical Catholic University of Rio de Janeiro, Rio de Janeiro, TJ, Brazil

Graduate in Industrial Design and in Visual Communications from the Pontifical Catholic University of Rio de Janeiro. Has Master of Education (1991) and Doctorate in Education from Catholic University of Rio de Janeiro. She is a professor in the Department of Art and Design at the Catholic University of Rio de Janeiro, Permanent Professor of the Graduate Program in Design at PUC-Rio and Collaborating Professor of the Graduate Program in Visual Arts at the Federal University of Bahia. She is a leader of the research group Pedagogy of the CNPq and Design coordinator of the Interdisciplinary Laboratory for Design / Education at PUC-Rio. It Productivity Research Fellow of CNPq and CAPES ad hoc consultant, INEP, MEC, CNPq and FAPERJ. Researches in the areas of Design Higher Education; Epistemology of Design, Methods and Techniques of Teaching, Curriculum, design interface, information design, design for people with disabilities; Pedagogy Design, Interdisciplinary, education material.

Dr. Flavia Nizia Ribeiro

Pontifical Catholic University of Rio de Janeiro, Brazil

Graduate in Industrial Design from the Pontifical Catholic University of Rio de Janeiro. Has Master in Education and Doctorate in Education from Catholic University of Rio de Janeiro. She is a Collaborating professor in the Department of Art and Design at the Catholic University of Rio de Janeiro, She is a member of the research group Pedagogy of the CNPq. Researches in the areas of Design Higher Education; Methods and Techniques of Teaching, Curriculum, design for people with disabilities; Pedagogy Design, Interdisciplinary, education material.

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