D. Alvarez Tamayo

Universidad Popular AutĂłnoma del Estado de Puebla (MEXICO)
Technology and media evolution in the XXI century offers a scenario in which the professional has the opportunity to transcend corporate boundaries, geographical and political contexts and access to the cultural environment. In such circumstances, curricula should undergo evaluation in the approach of curricular structures and strategies of teaching and learning that are implemented to operate them. This reflection is about graphic design field and is included in the redesigning process of a degree program curriculum. This research project is part of a design perspective as rhetorical action. The analysis of professional evolution and the necessities of the society which graphic design serves, allowed to recognize that is not enough that students develop knowledge, skills, attitudes and values associated with the production (doing) but also with the strategy (think, decide) and management (managing). This profile has been linked with the various spheres of economic, productive, social and cultural life, critical awareness, and professional intervention.

For this reason, having the goal to develop an strategy to promote efforts that appeal to interdisciplinarity in order to create appropriate scenarios for the socialization of knowledge to form this triple profile, the research team integrated for the faculty members has developed a general working process named DPR model.
The DPR Model is a theoretical schema in the context of vocational training aims to guide the efforts of an academic community in the processes of teaching and learning in graphic design.

Based on the Tuning Educational Structures Project for Latin America (2011), the DPR model is product of a situational analysis about graphic design environment and the professional competences required to get in labor market, the discussion sessions on academy, and the critical assessment of its implementation in control groups. The model considers the axis definition-process-rubric as a general framework oriented to integrate talents to support the enforcement of communicative-persuasive intention.

The DPR model has three operating periods. The findings show that the constant monitoring work, professors’ training, the will of the faculty and constant communication between professors are necessary factors to articulate a model of conventionalized work to be operated in degree programs. Preliminary results have been documented as a basis for intervention in design academic workshops and the model implementation is under regular review to make periodic adjustments.