<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2184-0180</journal-id>
<journal-title><![CDATA[Convergências - Revista de Investigação e Ensino das Artes]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Convergências]]></abbrev-journal-title>
<issn>2184-0180</issn>
<publisher>
<publisher-name><![CDATA[Escola Superior de Artes AplicadasInstituto Politécnico Castelo Branco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-01802022000100089</article-id>
<article-id pub-id-type="doi">10.53681/c1514225187514391s.29.135</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Fostering a Creativity Culture: how culture can foster creativity in design students across a semester]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fomentar uma Cultura da Criatividade: como a cultura pode fomentar a criatividade dos estudantes de design ao longo de um semestre]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Springer]]></surname>
<given-names><![CDATA[Leonardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,FBAUL-CIEBA  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>05</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>05</month>
<year>2022</year>
</pub-date>
<volume>15</volume>
<numero>29</numero>
<fpage>89</fpage>
<lpage>96</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-01802022000100089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-01802022000100089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-01802022000100089&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Design has evolved into a comprehensive discipline, its core areas (communication, product, spaces, web, service) are a fraction of its wide-ranging outcome which has expanded into specialized fields of knowledge. The creative process greatly depends on previously acquired cognitive knowledge (socio-cultural and moral values). This usually originates within a cultural context, that provides visual, audio, and kinaesthetic manifestations, requiring interpretations and understanding of both the designer and the end-user. Design education had to adapt and evolve accordingly, applying methodologies and encompassing a transdisciplinary approach involving research, art, materials, technology, processes, and human interactions in the development of design solutions, emphasizing understanding over output. Global culture and cultural expressions have created a need in design schools to foster understanding, encouraging students to ask questions and develop awareness of wide-ranging design manifestations, thus addressing a variety of subjects without prejudice of individual beliefs. This learning and sharing of experiences can produce meaningful results, considering that civilization is influenced by cultural interactions, regarding users and products/services. These are assessed as good/bad and beautiful/ugly, depending on specific cultural background and distinct interpretations. Cultural unawareness impairs individuals to develop creative thinking and accordingly innovative solutions. The issue presents itself, how to encourage creativity among design students, many unaware of their cultural background, thus overcoming the fear of failure, developing curiosity, applying research methodologies, and engaging in discussions that foster a mindfulness about design.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O design evoluiu para uma disciplina abrangente, as suas áreas centrais (comunicação, produto, espaços, web, serviço) são uma fracção do seu amplo resultado que se expandiu para campos especializados de conhecimento. O processo criativo depende muito de conhecimentos cognitivos previamente adquiridos (valores sócio-culturais e morais). Isto tem normalmente origem num contexto cultural, que proporciona manifestações visuais, sonoras e cinestésicas, exigindo interpretações e compreensão tanto do designer como do utilizador final. A educação em design teve de se adaptar e evoluir em conformidade, aplicando metodologias e englobando uma abordagem transdisciplinar envolvendo investigação, arte, materiais, tecnologia, processos e interacções humanas no desenvolvimento de soluções de design, enfatizando a compreensão sobre a produção. A cultura global e as expressões culturais criaram uma necessidade nas escolas de design de fomentar a compreensão, encorajando os estudantes a colocar questões e a desenvolver a consciência de amplas manifestações de design, abordando assim uma variedade de temas sem prejuízo das crenças individuais. Esta aprendizagem e partilha de experiências pode produzir resultados significativos, considerando que a civilização é influenciada por interacções culturais, no que diz respeito a utilizadores e produtos/serviços. Estes são avaliados como bons/muitos e belos/bastantes, dependendo de antecedentes culturais específicos e interpretações distintas. A inconsciência cultural impede os indivíduos de desenvolverem um pensamento criativo e, consequentemente, soluções inovadoras. A questão apresenta-se, como encorajar a criatividade entre os estudantes de design, muitos inconscientes do seu passado cultural, superando assim o medo do fracasso, desenvolvendo a curiosidade, aplicando metodologias de investigação, e envolvendo-se em discussões que fomentam uma atitude atenta ao design.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Creativity]]></kwd>
<kwd lng="en"><![CDATA[Cultural Awareness]]></kwd>
<kwd lng="en"><![CDATA[Design Thinking]]></kwd>
<kwd lng="en"><![CDATA[Innovation]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="pt"><![CDATA[Criatividade]]></kwd>
<kwd lng="pt"><![CDATA[Consciência Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento de Design]]></kwd>
<kwd lng="pt"><![CDATA[Inovação]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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