Abstract:

This work has as result the answer to the question: are rhetorical the creation processes used by designers? It integrates the process of sensitizing an academic and educational community focused on technical education to engage them in epistemological concepts.

Premises based on the three basic questions of epistemology: What do we know? How do we know what we know? How to tell others what we know? is that in post-graduate education in a research center of the Instituto Politécnico Nacional of Mexico, we have initiated a "study-lab-experiential" to decentralize the thematic education and enrich teaching transdisciplinary with parts of speech like rhetoric and the interpretations that disciplines such as semiotics produces between signs or that arises between constellations of signs in order to become other signs, or change from a minor to a greater complexity or vice versa, in a continuous and ongoing process.

All designed to immerse teachers in a network of significance to understand graphic design as a splitting of its two terms: design and the process of programming, project, coordinating, selecting and organizing a series of factors and elements with a view to the realization tangible; and graphic, as the relationship with the objects created by the design activity. Once addressed the process of creation and its rhetoric, it is feasible to conceive, plan, design and create visual communication objects, generally produced by industrial media and designed to transmit specific educational messages to certain groups.

The epistemological questions above, coupled to the communicative design action which is not always objective or formal but persuasive, link the knowledge, actions, theories, techniques and procedures to generate useful elements to practical life through objects and structured evaluation systems of learning outcomes which in turn generate structures in a creative combination that is both process-structured (communicative practice) and product (aesthetic theory).

Keywords:

Creation, design, evaluation, interpretations, learning, network, outcomes, process, rhetoric, semiotics, significance, sign system, transdisciplinary.