J. Farbiarz1, A. Farbiarz2, I. Oliveira3, M.J. Nunes3, R.C. Carvalho4

1Pontificia Universidade Católica do Rio de Janeiro (BRAZIL)
2Universidade Federal Fluminense (BRAZIL)
3Pontfícia Universidade Católica do Rio de Janeiro (BRAZIL)
4Escola Superior de Desenho Industrial (BRAZIL)
This article aims to outline the trajectory of Brazilian students entering the Bachelor of Design in the years prior to Higher Education. There is here an invitation for a critical reflection on the effects caused by the fragmentary nature that drives the process of schooling in Basic Education in a country with a continental dimension such as Brazil. The issue of disciplinarity as opposed to the development of skills and competences is treated as a basis for discussing the notion of Real-Official (Teixeira 1970), represented by the dichotomy between the Law of Guidelines and Bases of Education Brazilian (1997) and the new National Curricular Common Base (Brasil 2017) that remains at the Brazilian educational system - as serial and disciplinary. It is based on the hypothesis that there is a divergence between the teaching-learning processes of Brazilian school context and Brazilian university context. It is understood that this divergence causes perceptible gaps in the capacities of articulation between languages, between body and space, and between thinking and doing, fundamental to the praxis of design. As a methodological trajectory, are presented in the article the results of three researches with undergraduate students in Design and Journalism freshmen (first period students), with the objective of understand the repertoire of these students (coming from Basic Education) to deal with situations that they demand planning, anticipation, collaboration and creation. The first and second researches, carried out with Design students, address, respectively, the students' competence for a multimodal analysis of graphic pieces and for the creation of classrooms destined to disciplines of project. The third one, carried out with Journalism students (as a counterpoint to a situation that could be defined as specific to the formation in Design), addresses the students' competence for a collaborative action in a visual and graphical languages discipline that uses a collaborative gamification as a pedagogical resource. Researches are supported by authors such as Bakhtin (2007), Norris (2004), Fairclought (2016), Gardner (1997), Couto (1997), Farbiarz (2016), Bomfim (1997), Foucault (2013), Mosé (2015), Morin (2016) and Teixeira (1970). All authors produce reflections on interaction, multimodality, situational context, multiple intelligences, body-mind dichotomy, spaces and discourses, education for a complex world, interdisciplinarity, theory and praxis. Fundamentally, researches present the fragmentation of knowledge as an essential barrier to the learning of students reaching Higher Education. Their repertoires show difficulties of expansion, collaboration, anticipation and creation. From the researches, a hierarchy is observed that presupposes the primacy of the verbal over the visual and the spatial, of the disciplinarity over the interdisciplinarity and of the individuality over the collective. It is defended in this article the integration of Political Pedagogical Projects for Basic and Higher Education that surpass its location in the ideal plane and find their place in the real plan, since interdisciplinary results are the fruit of interactions between objects and actions that require mediator subjects with abilities to the demands of the contemporaneity. This one request that we are charged with the formation of subjects capable of interacting, in the full exercise of a collaborative autonomy, between different areas of knowledge.