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REFLEXÕES CONTEMPORÂNEAS: UM OLHAR REALISTA DO SÉCULO XIX SOBRE A CULTURA DE HOJE
O objetivo de Reflexões contemporâneas é apresentar uma obra que seja fruto do protagonismo discente em seu processo formativo e uma aplicação de conteúdos escolares para a leitura e posicionamento do/no mundo: objetivo central da formação linguística crítica.
Design Anthropological Futures
A major contribution to the field, this ground-breaking book explores design anthropology’s focus on futures and future-making. Examining what design anthropology is and what it is becoming, the authors push the frontiers of the discipline and reveal both the challenges for and the potential of this rapidly growing transdisciplinary field.Divided into four sections – Ethnographies of the Possible, Interventionist Speculation, Collaborative Formation of Issues, and Engaging Things – the book develops readers’ understanding of the central theoretical and methodological aspects of future knowledge production in design anthropology. Bringing together renowned scholars such as George Marc...
Knowing from the Inside
Knowledge comes from thinking with, from and through things, not just about them. We get to know the world around us from the inside of our being in it. Drawing on the fields of anthropology, art, architecture and education, this book addresses what knowing from the inside means for practices of teaching and learning. If knowledge is not transmitted ready-made, independently of its application in the world, but grows from the crucible of our engagements with people, places and materials, then how can there be such a thing as a curriculum? What forms could it take? And what could it mean to place such disciplines as anthropology, art and architecture at the heart of the curriculum rather than – as at present – on the margins? In addressing these questions, the fifteen distinguished contributors to this volume challenge mainstream thinking about education and the curriculum, and suggest experimental ways to overcome the stultifying effects of current pedagogic practice.
