Abstract
This research considers the role of institutions in the formation of design knowledge. Through exploring the relation between Uruguay’s current dominant design discourse and the notion of ‘design for development’. It is an invitation to look further into how design has played a role in countries of the global south, related to economic and social structures rather than those of academic disciplines. Current global south design discourses stress the importance of broadening perspectives to address the complexity of design education problems, from the stance that, it is normal to approach content as a means of “customizing” studies through the implementation of localized curricula. This paper presents a decolonial design stance as a means of understanding that institutional structures have the same importance as the content, attempting to answer the question: What was the role of educational institutions in the construction of the current dominant design discourse in Uruguay? What is the impact of progress and development as socio-political discourses on the projection of the Center of Industrial Design? The use of critical discourse analysis (CDA) as methodology, was presented to me, as a researcher, as a way of positioning myself inside the problem addressed, taking a decolonial worldview. Re-reading history -by means of critically addressing different discursive design formations- is presented as to disentangle the political intentions which had been pursued through the notion of development. Showing how Uruguayan culture(s) and people(s) are dependent on Europe through certain sociopolitical structures which remain modern/colonial.
Presenters
Lucia TriasFaculty of Architecture, Urbanism and Design, University of the Republic, Uruguay
Details
Presentation Type
Theme
KEYWORDS
Design, Education, Decoloniality, CDAnalisys, Uruguay
