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- PublicaciónAcceso abiertoInnovación para la transición: Estrategias de vinculación del diseño para la Innovación social en la empresa Unicrem S.A(Universidad de Ibagué., 2019) Cote Barón, José David; Lopera Molano, Daniel
- PublicaciónAcceso abiertoEPIFANÍAS: Análisis de las relaciones entre el cuerpo anómalo y el fast fashion(Universidad de Ibagué., 2019) Imbol Álvarez, Carlos Manuel; Montoya Ballesteros, Diana CarolinaEpifanías conceives a new look at the relationships that exist between the anomalous body and fast fashion, in order to delve into the importance of alterities and how the surveillance and control society has taken the power to implement or correct these bodies. This thoughtful research offers a biological and cultural reading from a historical and current perspective, based on bibliographic reviews and design tools to get out of the obvious and untouchable links with which different authors are approached and so, positioning in an alternative Western paradigm. In this way, the research project relates to ontological design as a scenario of dialogue and articulation that allows to celebrate the transgression of conceptual boundaries to suggest new possibilities in its approach with a broad vision from, for and through the social sciences and design.
- PublicaciónAcceso abiertoAmbietacción, diseño de ambientes para cuidar y aprender(Universidad de Ibagué, 2019) Bastidas Gualteros, María Camila; Galindo Rojas, Angie Valentina; Lópera Molano, DanielWe carried out this Participatory Action-Research (IAP) with the grade 6ºC of the Conservatorio de Ibagué Institución Educativa Técnica Musical Amina Melendro de Pulecio (CI-IETMAMP by its acronym in English), in order to co-create environments, both tangible and intangible, to promote learning and foster relational dynamics, based on care. This research process was based on co-creation, as it gave way to dialogue between the perspectives of the participants. Likewise, we consider the intervention of the environment to be fundamental, since during the initial inquiry process the ignorance of the environment as an important agent in the learning processes arose. Bearing in mind that the structures in which the actors develop are not quite apt to carry out these processes, because they are spaces that promote and reproduce the forms of a memoristic, hierarchical and impositive approach, emerging from the traditional educational system that impedes the individual and collective construction of meaning towards learning and relationships. We carried out a PRA cycle in which 40 students, 2 mothers in grade 6 C, 12 teachers who taught in the same class, the academic coordinator, the discipline coordinator and the principal of the school participated. It should be noted that the voice of each actor was present in the processes of problematization, conceptualization and practice, thus co-constructing proposals for solutions according to their context. We present this document which explains the entire process carried out in the Institution, along with the lessons learned from it.