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Reflections about design and humanism in the contemporaneous world Maria Cecília Loschiavo dos Santos Doctor on Philosophy by São Paulo University (Universidade de São Paulo - USP). Docent on the USP Architecture College, where she defended her thesis on freeteaching and where she is a full teacher on the Design Course. She works on the USP post-graduation programs – Architecture and Urbanism College (Faculdade de Aqrquitetura e Urbanismo – FAU) and Environmentalist Science Program (Programa de Ciência Ambiental – PROCAM). Post-Doctor by California University (Los Angeles), Nihon University (Tokyo) and Centre Canadien d’Architecture (Montreal). Visiting guest researcher by Waseda University, Tokyo Zokey University, Tama Art University, University of Tokyo (Tokyo) and Indian Habitat Center (New Delhi). She has experience on the Design area with emphasis on design’s theory, design for sustainability, Brazilian design, social design, social-spatial exclusion, homeless people and recyclable-waste-pickers. closchia@usp.br The present text derives from the conference given in the 4 th International Forum Design as a Process, carried out in the Minas Gerais State University (Universidade do Estado de Minas Gerais) in the year of 2012. It is a reflection about the challenges of design teaching and research in the contemporaneous world and their relations with the thematic of humanism. For that, we considered the following topics: What is the sense of thinking the humanism and its relations with design in the contemporaneous world? Humanism and Design in the Brazilian context: historical specificities and cultural inheritances. The feminine look to design and the humanist legacy of Gilda de Mello e Souza and Lina Bo Bardi. The word humanitas was created by Cicero, referring to the Roman people, who achieved their identity through the cultivation of letters and philosophy, becoming humanus. Since then, the construction of that concept varied due to historical Cadernos de Estudos Avançados em Design - design e humanismo - 2013 - p. 149-156 149
Maria Cecília Loschiavo dos Santos conditions, showing different meanings. Nowadays, when “the concerning, the proximity with the citizen, the guarantee of peace, the life quality, the friendly attitude of the environment – none of that works well”, like Peter Sloterdijk (2011) affirmed, we are interested on thinking about the sense of humanism in the ambit of designers formation and of design research. The unfolding of the humanist perspective in the ambit of education is the central theme of the classic work of Paulo Freire (1970). This author establishes a clear distinction between the concept of humanism and humanitarianism, in his famous book Pedagogia do Oprimido (Pedagogy of the Oppressed One) (1970). The humanist education corresponds to a determined interpretation of men and pedagogy, for Freire, the pedagogy of the oppressed one, that looks for the restoration of the inter-subjectivity, presents itself as the pedagogy of Man. Only this pedagogy, that is moved by the authentic generosity, humanist and not “humanitarian”, may reach this goal. In the contrary, the pedagogy that, basing on the selfish interests of the oppressors, selfishness camouflaged into a fake generosity, take the oppressed ones as object of its humanitarianism, maintains and incarnates its own oppression. It is an instrument of dishumanization (FREIRE, 1970, p. 45). The humanitarianism is present in the conception of banking education, for which “the only scope of saving them and filing them” (FREIRE, 1970, página?). In this banking dimension of education, the humanitarianism is an instrument of oppression. This way, before asking what to teach and how to do it, the humanizing education identify itself with the “deep belief in man. A belief in his creative power” (FREIRE, 1970, p. 33). The reflexive knowledge is an essential proceeding of the humanizing education. Thinking the formation in the context of design requires comprehension of the epistemological statute of the project activity and its double rationality, as well as relations with the reflexive knowledge. Understanding the bases on which design stands, also implies considering the statute of its practices in the context of double rationality: the rationality technicalphysical-mathematical and the rationality of the sciences that have as object the 150 Cadernos de Estudos Avançados em Design - design e humanismo - 2013 - p. 149-156
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