<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142018000100055</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v18n1.p55-67</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[CREATIVE LITERACY: A HISTORICAL OVERVIEW OF THE USE OF APPROACHES FROM THE AREA OF DESIGN IN THE AREA OF EDUCATION]]></article-title>
<article-title xml:lang="pt"><![CDATA[LETRAMENTO CRIATIVO: UM PANORAMA HISTÓRICO DA UTILIZAÇÃO DE ABORDAGENS PROVENIENTES DA ÁREA DE DESIGN NA ÁREA DA EDUCAÇÃO]]></article-title>
<article-title xml:lang="es"><![CDATA[ESCRITURA CREATIVA: UN PANORAMA HISTÓRICO DE LA UTILIZACIÓN DE PLANTEAMIENTOS PROVENIENTES DEL ÁREA DE DISEÑO EN EL ÁREA DE LA EDUCACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sperb]]></surname>
<given-names><![CDATA[Daniel Quintana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Jose Luis Duarte]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fossatti]]></surname>
<given-names><![CDATA[Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade La Salle Undergraduate Studies ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Postgraduation Program in Production Engineering ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade La Salle Postgraduation Program in Education ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>55</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142018000100055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142018000100055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142018000100055&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  The central theme of this article is the development of creative capability in the field of Education through Design. It presents a historical overview of the use of approaches from the area of Design in the area of Education, by means of a qualitative methodology, of the descriptive type, with a literature review. The findings of this study were so satisfactory that it was possible to establish a global scenario of the main initiatives found both in the literature and on the Internet. To better understand the contribution of Education in Design, through the concept of Creative Literacy, it was necessary to understand the main currents related to Design and Education by means of a literature review in both areas. The results show that Design is the third area of knowledge, i.e., a line of reasoning based on a vision of human learning, which suggests that there are more than two polarities (humanities and sciences) that are expressed in the notion of cultures. Such an activity is described by Archer (1974) as a third area called Design. With regard to Education, it was concluded that, in general, schools are focused more on the answer rather than on the question, and act predominantly in reproducing what is learned, rather than on reflection.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  O tema central do presente artigo versa sobre o desenvolvimento da capacidade criativa no &#226;mbito da educa&#231;&#227;o por meio do Design. Tem por objetivo apresentar um panorama hist&#243;rico da utiliza&#231;&#227;o de abordagens provenientes da &#225;rea de Design em Educa&#231;&#227;o. A metodologia utilizada foi de cunho qualitativo, tipo descritivo, com revis&#227;o de literatura e os resultados se mostraram satisfat&#243;rios ao ponto que foi poss&#237;vel estabelecer um cen&#225;rio global acerca das principais iniciativas encontradas, tanto na literatura quanto na rede mundial de computadores. Para melhor compreender a contribui&#231;&#227;o da educa&#231;&#227;o em Design, por meio do conceito de Letramento Criativo, foi necess&#225;rio entender as principais correntes relacionadas ao Design e &#224; Educa&#231;&#227;o a partir de uma revis&#227;o de literatura fundamentada em ambas as &#225;reas. Os resultados registram o Design enquanto terceira &#225;rea do conhecimento, ou seja, uma linha de racioc&#237;nio baseada em uma vis&#227;o de aprendizagem humana, que sugere que h&#225; mais do que as duas polaridades (humanidades e ci&#234;ncias) que est&#227;o expressas na no&#231;&#227;o das culturas. Tal atividade &#233; descrita por Archer (1974) como uma terceira &#225;rea denominada Design. Com rela&#231;&#227;o &#224; Educa&#231;&#227;o, concluiu-se que, de uma forma geral, as escolas s&#227;o orientadas para a resposta e n&#227;o para a pergunta e atuam predominantemente na reprodu&#231;&#227;o e n&#227;o na reflex&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  El tema central de presente art&#237;culo versa sobre el desarrollo de la capacidad creativa en el &#225;mbito de la educaci&#243;n por medio del Dise&#241;o. Tiene por objetivo presentar un panorama hist&#243;rico de la utilizaci&#243;n de planteamientos provenientes del &#225;rea de Dise&#241;o en Educaci&#243;n. La metodolog&#237;a utilizada fue de car&#225;cter cualitativa, tipo descriptiva, con revisi&#243;n de la literatura. Los resultados se mostraron satisfactorios al punto que fue posible establecer un escenario global sobre las principales iniciativas encontradas, tanto en la literatura como en la red mundial de computadores. Para comprender mejor la contribuci&#243;n de la educaci&#243;n en el Dise&#241;o, por medio del concepto de Escritura Creativa, fue necesario entender las principales corrientes relacionadas al Dise&#241;o y a la Educaci&#243;n a partir de una revisi&#243;n de la literatura fundamentada en ambas &#225;reas. Los resultados muestran al Dise&#241;o como la tercera &#225;rea del conocimiento, o sea, una l&#237;nea del raciocinio basado en una visi&#243;n de aprendizaje humano, que sugiere que hay m&#225;s de dos polaridades (humanidades y ciencias) encontradas en las culturas. Tal actividad es descripta por Archer (1974) como una tercera &#225;rea denominada Dise&#241;o. Con relaci&#243;n a la Educaci&#243;n, se concluye que, de una forma general, las escuelas son orientadas para la respuesta y no para la pregunta y act&#250;an predominantemente en la reproducci&#243;n y no en la reflexi&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Design]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Education through Design]]></kwd>
<kwd lng="pt"><![CDATA[Design]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Educação pelo Design]]></kwd>
<kwd lng="es"><![CDATA[Diseño]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Educación por el Diseño]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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