o_19po8js951tvs1r0t1r8s4bb1vpla.pdf

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
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Cadernos de Estudos Avançados em Design - design e humanismo - 2013 - p. 149-156