http://www.bdtd.uerj.br/handle/1/3668 2026-08-09T05:10:03Z 2026-08-09T05:10:03Z Souza, Catarina Costa de http://www.bdtd.uerj.br/handle/1/25736 2026-06-25T13:30:25Z 2026-05-18T00:00:00Z

Título: Presença de mulheres negras nos cursos de pós-graduação em design no Brasil Autor: Souza, Catarina Costa de Primeiro orientador: Anastassakis, Zoy Abstract: This thesis considers a context where Black women suffer the most from alarming rates of inequality in Brazil, they continue to advance socially in spaces that were previously completely denied to them and that remain predominantly white and male. This includes access to higher education, which, despite a notable change in the student profile since the implementation of Law 12.711/2012, known as the Quota Law, still constitutes spaces of oppression for black people. Thus, this research aims to investigate the experiences of Black women who have studied and are studying in postgraduate design programs in Brazil. Presenting accounts of their perceptions and issues related to the ease, difficulties, and perspectives of their time attending design courses at university, this thesis considers the forms of oppression through racism, sexism, and social position that Black women face in the country. Using qualitative research, through bibliographic review and narrative research, which allows investigation based on the accounts of people focusing on obtaining their life stories, interviews were conducted with women from various states in the country, presenting their trajectories in postgraduate design programs. Their testimonies bring to the discussion the issues of representation, racism, and structural challenges faced in their histories, from the perspective of the numerous difficulties in entering and remaining in educational institutions. It is possible to perceive that the inequalities faced by Black women cannot be reduced to a single dimension, and it is necessary to consider the complexity of the social relations that structure their life trajectories. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese

2026-05-18T00:00:00Z Oliveira, Felipe Grassine de http://www.bdtd.uerj.br/handle/1/25688 2026-06-15T18:59:01Z 2026-05-25T00:00:00Z

Título: Corpos como projeto: queerizando práticas de representação Autor: Oliveira, Felipe Grassine de Primeiro orientador: Altmayer, Carlos Guilherme Mace Abstract: This study aims to investigate, based on the syllabi of ergonomics courses in design programs at Brazilian universities, how bodies are represented—both visually and textually—in the most frequently cited bibliographies. It is based on the understanding that, throughout history, the body has been the subject of study, classification, and standardization, even before the consolidation of anthropology as a scientific field in the late 19th century. Examples such as the Vitruvian Man demonstrate how certain conceptions of proportion, symmetry, and the ideal body have historically been mobilized to define standards of humanity, functionality, and beauty. Tensions surrounding the body, therefore, are not recent. Dissident bodies have historically been subjected to processes of control, erasure, and retaliation, often supported by religious, medical, and biologizing justifications. However, the contemporary collaboration between social movements and academic research has brought to light issues that were long hidden, silenced, or narrated from perspectives external to the dissident bodily experiences themselves. Within the context of Western culture, tools for measurement, classification, and representation were created that still contribute today to the perpetuation of a normative idea of the body. Ergonomics and anthropometry, when incorporated into the field of design, can be important tools for developing projects that are better suited to people. However, when based on restrictive body models, they can also reinforce binary, cisgender, and, at times, sexist perspectives in the ways the human body, its measurements, capabilities, and uses are represented. Building on this issue, the research brings together concepts of gender, sexuality, and corporeality to explore how to construct new bodily imaginaries in design. To this end, it begins by introducing the field of physical ergonomics, with a particular focus on anthropometry, understanding it as a historically significant tool that is nonetheless shaped by political, epistemological, and visual choices. Next, it analyzes the syllabi of ergonomics courses, critically reflecting on how this field has produced certain representations of the body. Finally, it explores dissident and queer practices, pointing toward ways to construct a more inclusive visual and textual lexicon, capable of reimagining anthropometry as an expanded tool for design projects committed to bodily plurality. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese

2026-05-25T00:00:00Z Oliveira, Camila Carol de Albuquerque http://www.bdtd.uerj.br/handle/1/25687 2026-06-15T18:33:11Z 2026-03-20T00:00:00Z

Título: O traço do trançado indígena: uma experiência reflexiva para aprendizagem dos fundamentos do design Autor: Oliveira, Camila Carol de Albuquerque Primeiro orientador: Carvalho, Ricardo Artur Pereira Abstract: The traces left by those who came before us show that the fingertips of human beings carry knowledge that transforms into messages and rescues stories to this day. This thesis presents the unfolding of a bibliographic, qualitative, and in-person investigation, whose main objective was to show that indigenous weaving techniques can be used as a learning tool for the fundamentals of design. To confirm this objective, the Traço method was created, which was based on three methodological theories: traditional wisdom, Dewey's educational pragmatism, and Bloom's taxonomy. The proposed method was administered through in-person workshops in two design classes at different Brazilian Federal Universities. The experiment was analyzed through observations made during the application of the method, the exercises submitted, and the return of evaluative questionnaires. The results suggest that the experience of reflective learning from indigenous weaving initially requires the student's interest in order to connect with the experience and gain knowledge from it. From this connection, it was identified that, in addition to learning the fundamentals of drawing, the participants showed an interest in valuing culture and acquiring knowledge. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese

2026-03-20T00:00:00Z Silva, Victor Hugo Batista da http://www.bdtd.uerj.br/handle/1/25649 2026-06-03T13:49:40Z 2025-03-27T00:00:00Z

Título: Dispositivos de Agenciamento na Formação Continuada: Design Thinking e Pensamento Projetual na Educação Básica Autor: Silva, Victor Hugo Batista da Primeiro orientador: Martins, Bianca Maria Rêgo Abstract: Built on the exchanges between design and education, this thesis aims to investigate how the methodological approach of Design Thinking and the pedagogical potential of Project Thinking can be useful in the Continuing Training of Basic Education teachers in Rio de Janeiro.The methodology used for this study follows a qualitative perspective and is based on cartography (Kastrup, 2009) as an intervention research method that collects clues along the way; In traversing this path, we emphasized aspects of the analysis of everyday life (Certeau, 1994; Alves, 2019), conversation as a methodology (Nolasco-Silva, 2019), and ethnography (Angrosino, 2009).Marked by the COVID-19 pandemic and the return to in-person classes, this study is contextualized within the fertile academic territory of the DesEduca Lab ESDI/UERJ and the Design & School Research Center.Its theoretical framework surveys literature that studies teacher training and design proposals in this context.It develops with design theories that ground design as an innate cognitive process capable of rationalizing everyday actions and shaping thought.It then undergoes a methodological applicability test, associating Design Thinking and the use of agency dispositifs.And finally, it appropriates the principles of inventive cognition and design-based learning (Martins, 2016) to study pathways for design in basic education.This composition appropriates concepts such as: “inventive learning” (Kastrup, 2001), “learning by designing” (Martins, 2022), “design awareness” (Archer, 2005), “consciousness through design” (Martins; Silba, 2019), “dispositif” (Foucault, 2000; Deleuze, 1988; Kastrup; Barros, 2019; Agambem, 2005), “conversation dispositif” (Anastassakis; Szaniecki, 2016), “agency dispositif” (Martins; Silba, 2022), transformative agency (Sannino, 1996, 2016), “atelierista” (Davoli, 2022) “designerista” and “teacher-designer” (Martins, 2019; Augusto et al., 2022).To conclude the narrative arc, the results of the experiments and discussions about the field are presented.Through the reference of the “Design & School” workshop and the educational networks developed in this cartography, we found theoretical and practical grounding to experiment in the school with the collective construction of an agency dispositif that aimed to mediate and clarify the pedagogical intentions of the team.Integrated into the stages of “Design Thinking” (Burnette, 1993), the formative process mediated by active participation with the dispositif lasted 8 months and included 4 guided actions, 3 presentations of pedagogical complementation, and 1 conversation circle.Never intending to become a set of rules, we conclude this work by commenting on what can be replicated in future designmediated teachers training processes: (1) the inventive construction of agency dispositifs allows for the simultaneous mediation of synchronous and asynchronous actions, extend, deepen, and pollinat the path; (2) Class Councils and other regular meeting spaces, such as the teachers' room, are considered recurring opportunities for continuing education processes; (3) the use of Design Thinking is not a limiting structure, but rather an empowering factor, especially when complemented with studies on inventive cognition and Projectual Thinking. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese

2025-03-27T00:00:00Z