THE SUBJECT AS A DESIGNER-BODY: the designer's social representations and their relationships with ethnic-racial issues in education.
Design Education; Social representations; Social Identity; Ethnic-Racial Education.
The debates that make up this research aim to provide a reflection on the social construction of the identity of designers through the symbolic field of education. Seeking to understand, in the light of the theory of social representations (TRS), and the Theory of the Central Nucleus, which are the social representations that UFPE design students and professors have about what it is to “be a designer” and about the “education ethnic-racial in Design”. The intention to talk about social identity and its relations with the social representations of the educational environment is in line with the Curriculum Guidelines for Ethical-racial Education, promoted by MEC in 2003 and which aim to break with the traditional social imaginary of Brazilian education. Based on this study, we seek to broaden the debates about strategies for reparation and historical appreciation, promoting a fair and egalitarian environment for black, brown and indigenous peoples. In this sense, we seek a theoretical-methodological contribution that favors the interpretation of the complexity of social representations, ethnic-racial education and identity construction through education, so that we can tension the debate about the presence of the body and the power of subjectivation of education that is linked to the individual experience of the subject and his formative process.