Abstract:

This paper is grounded in contemporary discussions in the field of design and fashion education, which point to the need for approaches capable of dealing with the complexity of social, cultural, and environmental spheres. In this context, the relevance of methods based on situated learning in the territory is highlighted, understanding space as an active element in the construction of knowledge. The main objective of this study is to investigate how practices of listening and territorial engagement contribute to the development of creative processes in design and fashion education.From this perspective, the paper presents the Circulares Abstáteis ou Pixeladas project, developed in Balneário Camboriú, Santa Catarina, Brazil, analyzing it as a pedagogical device rooted in collaborative, experiential, and contextual processes. The proposal brings together contributions from territorial dynamics and collective creative practices, reinterpreted in light of contemporary educational strategies. The research is based on a qualitative and participatory approach, structured as an experience report combined with case study analysis, organized around the project’s stages: walking through the territory, creating affective maps, collectively choosing a tree, sharing memories, and collaborative making, understood as a didactic sequence applicable to creative learning contexts. Data were produced through creative workshops, participant observation, visual records, and reflective documentation, reinforcing the practice-based character of the research.The results reveal the development of a sensitive perception of the territory, the strengthening of creative autonomy, the appreciation of listening and exchange among participants, and an expanded understanding of clothing as experience.These results indicate the relevance of situated and collaborative approaches in fostering meaningful and context-based learning processes. The study also points to the emergence of co-authorship practices and the construction of knowledge through the relationships between body, material, and environment. It is concluded that the Circulares project can be understood as a pedagogical methodology aimed at creative practices in the fields of Design and Fashion, with potential for adaptation to different educational spaces. Furthermore, the study contributes to contemporary discussions in design and fashion education by emphasizing pedagogical practices grounded in territory, listening, and collective creation.

Keywords:

Situated learning, Experiential learning, Collaborative learning, Creative processes, Pedagogical practices.