Amor, decolonialidade e autonomia: contribuições metodológicas ao design estratégico na cocriação de cenários futuros para uma educação inclusiva e plural

Abstract

From a sentipensante design praxis, this research investigates which processes of Strategic Design, guided by the search for autonomy and the ethical values of lovingness, can promote the imagination of other worlds for a plural and inclusive education. Supported by the theory of complexity, we propose a rupture of the reason/emotion duality in knowledge production, basis for the proposal of a sentipensante design practice and of methodological advances to Strategic Design based on the dialogic triad love/decoloniality/autonomy. Based on the premise that dialogue and love are inextricable, projecting for a loving ethic implies a design practice that respects the knowledge of each subject involved and cultivates a dialogue that holds the premise of an attentive and careful listening. Through decolonial thinking, which is understood as a force of resistance against the logic of modernity/coloniality, we propose a project culture that introduces another form of knowing, being and doing for design, focusing on processuality as opposed to problem-solving-oriented practices. Autonomy as a theoretical and political horizon suggests other ways of living and relating that come from the respect to the communities’ values, experiences and practices. Design in search of autonomy has as premise a practice that is directed to collaborative and horizontal construction of more inhabitable worlds. Based on the proposed methodological advances, we carried out an exercise of cocreation of future scenarios with educators engaged in thinking about alternative worlds for education, built from narratives that not only carry the knowledge and the affections of its co-creators, but are also communicable for others to sentipensar this proposal too. For the elaboration of future scenarios, two collaborative meetings were held with educators from different schools and teaching areas. These scenarios were later written as letters and delivered to four other educators, who added their own affections.