<?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>S2184-01802022000200013</article-id>
<article-id pub-id-type="doi">10.53681/c1514225187514391s.30.138</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Sustainability in Design Projects:A proposal to apply sustainability to education and professional practice]]></article-title>
<article-title xml:lang="pt"><![CDATA[Sustentabilidade nos Projetos de Design: Uma proposta para aplicar a sustentabilidade na educação e na prática profissional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedro]]></surname>
<given-names><![CDATA[Josélia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A3"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correia]]></surname>
<given-names><![CDATA[Vanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Portalegre  ]]></institution>
<addr-line><![CDATA[Portalegre ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,CIAUD- Centro de Investigação em Arquitetura Urbanismo e Design  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,VALORIZA -Centro de Investigação para a Valorização dos Recursos Endógenos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,ICNOVA- Instituto de Comunicação da NOVA  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>11</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>11</month>
<year>2022</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<fpage>13</fpage>
<lpage>22</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-01802022000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-01802022000200013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-01802022000200013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Higher education institutions have a responsibility to contribute to a more sustainable development. However, this contribution hasn&#8217;t always been consequential, especially when the focus is more on the construction of mere tools for sustainability, than on the process of internal transformation. That is, on the development of a true training for sustainability, consequently for a curriculum more oriented towards sustainability and with valid contributions for sustainable development, namely in the regions where they are based. On the other hand, ecodesign analysis tools, namely checklists, have been used successfully in companies, but also in education, and have made an important contribution to sustainability, fundamentally in the environmental and economic dimensions. Consolidated experiences in these areas have shown that employing these tools implies a contextualization of their use, in the case of their application in a teaching context, among students, or in a business environment, among professionals. It depends on the social, economic, and business context of the region or country, but, in the specific case of an application in education, it also depends on the type of subjects and the teaching and learning methods. In addition, the usefulness of the checklists is observed in various contexts of everyday life, but also in the professional environment and in teaching, as it is a tool that can help teachers and students to guide projects towards the final objectives, also valuing the process of getting there. The present study emerged from an investigation carried out within the scope of sustainability in communication design projects, involving several curricular units of a communication design course. Its final objective is to formulate a proposal for the application of sustainability to education and professional practice in this field of design. The main intention is to encourage design practices that consider aspects of environmental, social and economic sustainability, consolidating the training of students for a more sustainable development. At the methodological level, the study was grouped into four phases of action. In the first phase, the state of the art was analysed, the most appropriate method was chosen - an Ecodesign Checklist - and developed to evaluate communication design projects and to introduce improvements in products sustainability and design projects. Three curricular units from the third year of the Communication Design bachelor&#8217;s degree were selected, which allowed to carry out the communication design project (Communication Design IV subject), create ecodesign strategies (Sustainable Design subject) and plan their graphic production (Graphic Production I subject). Within this context a packaging and labelling design problem was defined as the project to be carried out evolving the subjects, having in mind the importance that this area of design has in the region where the school is located. To this end, an Ecodesign Checklist for Packaging and Labelling was developed, which allowed the design aspects for sustainability to be articulated between the three curricular units. In a second methodological phase, the Packaging and Labelling Ecodesign Checklist, was implemented and a first assessment study was carried out, regarding the potential contributions to the main aspects of sustainable development and to the training and curriculum of students involved. In addition to put in practice the Packaging and Labelling Ecodesign Checklist, surveys were also carried out with the involved students, in order to assess the impact of using the method on their curricular training and on their design practices. It is expected that in a third phase, this study can be applied to other subjects of the Communication Design degree and in a fourth phase to be extended to professional practice. This article presents the first analyses and reflections obtained in the first two methodological phases of this investigation, evaluating the importance of conducting the inquiry into a more holistic perspective, which includes a curriculum and training for sustainability, transposing the limits of the design project or of the designed products. It is also presented here the study contributions evaluation, specifically the Ecodesign Checklist for Packaging and Labelling, for the &#8220;Sustainable Development Goals - 2030&#8221; in Portugal and in the region where the higher education institution is located, highlighting the aspects considered as fundamental, and within the reach of design and communication designers. The first presented results are exploratory, as the intention is to develop the study by comparing results on a continuous basis. The evaluation of the Packaging and Labelling Ecodesign Checklist was carried out considering the academic universe in which it was implemented and intends to establish improvement parameters for its use. These parameters include the ease of use of the Checklist; the achievement of ecodesign objectives and of social and economic sustainability; and the contribution to students' training in the scope of sustainability. Some of the criteria initially defined for this study, specifically criteria related to collaborative practices applied to the field of design, were conditioned by the constraints of social confinement. However, it is expected to apply and test these criteria in the next round of the Ecodesign Checklist implementation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As instituições de ensino superior têm a responsabilidade de contribuir para um desenvolvimento mais sustentável. Contudo, esta contribuição nem sempre tem sido consequente, especialmente quando o foco está mais na construção de meros instrumentos de sustentabilidade, do que no processo de transformação interna. Ou seja, no desenvolvimento de uma verdadeira formação para a sustentabilidade, consequentemente para um currículo mais orientado para a sustentabilidade e com contribuições válidas para o desenvolvimento sustentável, nomeadamente nas regiões onde se encontram sediadas. Por outro lado, os instrumentos de análise de concepção ecológica, nomeadamente listas de verificação, têm sido utilizados com sucesso nas empresas, mas também na educação, e têm dado um importante contributo para a sustentabilidade, fundamentalmente nas dimensões ambiental e económica. Experiências consolidadas nestas áreas demonstraram que a utilização destas ferramentas implica uma contextualização da sua utilização, no caso da sua aplicação num contexto de ensino, entre estudantes, ou num ambiente empresarial, entre profissionais. Depende do contexto social, económico e empresarial da região ou país, mas, no caso específico de uma aplicação na educação, depende também do tipo de disciplinas e dos métodos de ensino e aprendizagem. Além disso, a utilidade das listas de controlo é observada em vários contextos da vida quotidiana, mas também no ambiente profissional e no ensino, pois é uma ferramenta que pode ajudar professores e estudantes a orientar projectos para os objectivos finais, valorizando também o processo de lá chegar. O presente estudo surgiu de uma investigação realizada no âmbito da sustentabilidade em projectos de design de comunicação, envolvendo várias unidades curriculares de um curso de design de comunicação. O seu objectivo final é formular uma proposta para a aplicação da sustentabilidade na educação e na prática profissional neste campo do design. A principal intenção é encorajar práticas de design que considerem aspectos de sustentabilidade ambiental, social e económica, consolidando a formação de estudantes para um desenvolvimento mais sustentável. A nível metodológico, o estudo foi agrupado em quatro fases de acção. Na primeira fase, foi analisado o estado da arte, foi escolhido o método mais apropriado - uma Ecodesign Checklist - e desenvolvido para avaliar projectos de design de comunicação e introduzir melhorias na sustentabilidade dos produtos e projectos de design. Foram seleccionadas três unidades curriculares a partir do terceiro ano do bacharelato em Design de Comunicação, o que permitiu realizar o projecto de design de comunicação (disciplina de Design de Comunicação IV), criar estratégias de design ecológico (disciplina de Design Sustentável) e planear a sua produção gráfica (disciplina de Produção Gráfica I). Neste contexto, foi definido um problema de design de embalagem e rotulagem como sendo o projecto a ser realizado, evoluindo as disciplinas, tendo em conta a importância que esta área de design tem na região onde a escola está localizada. Para este fim, foi desenvolvida uma EcoDesign Checklist para Embalagem e Rotulagem, que permitiu que os aspectos de design para sustentabilidade fossem articulados entre as três unidades curriculares. Numa segunda fase metodológica, foi implementada a EcoDesign Checklist para Embalagem e Rotulagem, e foi realizado um primeiro estudo de avaliação, relativamente às potenciais contribuições para os principais aspectos do desenvolvimento sustentável e para a formação e currículo dos estudantes envolvidos. Para além de pôr em prática a EcoDesign Checklist para Embalagem e Rotulagem, foram também realizados inquéritos com os estudantes envolvidos, a fim de avaliar o impacto da utilização do método na sua formação curricular e nas suas práticas de concepção. Espera-se que, numa terceira fase, este estudo possa ser aplicado a outros temas do curso de Design de Comunicação e, numa quarta fase, ser alargado à prática profissional. Este artigo apresenta as primeiras análises e reflexões obtidas nas duas primeiras fases metodológicas desta investigação, avaliando a importância de conduzir o inquérito numa perspectiva mais holística, que inclui um currículo e formação para a sustentabilidade, transpondo os limites do projecto de concepção ou dos produtos concebidos. Apresenta-se também aqui a avaliação dos contributos do estudo, especificamente a EcoDesign Checklist para Embalagem e Rotulagem, para os "Objectivos de Desenvolvimento Sustentável - 2030" em Portugal e na região onde se localiza a instituição de ensino superior, destacando os aspectos considerados fundamentais, e ao alcance dos designers de design e comunicação. Os primeiros resultados apresentados são exploratórios, uma vez que a intenção é desenvolver o estudo através da comparação de resultados numa base contínua. A avaliação da EcoDesign Checklist para Embalagem e Rotulagem foi levada a cabo considerando o universo académico em que foi implementada e pretende estabelecer parâmetros de melhoria para a sua utilização. Estes parâmetros incluem a facilidade de utilização da Checklist; a realização dos objectivos de concepção ecológica e de sustentabilidade social e económica; e a contribuição para a formação dos estudantes no âmbito da sustentabilidade. Alguns dos critérios inicialmente definidos para este estudo, especificamente critérios relacionados com as práticas de colaboração aplicadas ao campo da concepção, foram condicionados pelos constrangimentos do confinamento social. Contudo, espera-se que estes critérios sejam aplicados e testados na próxima ronda de implementação da EcoDesign Checklist.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Sustainability, Ecodesign]]></kwd>
<kwd lng="en"><![CDATA[Checklist]]></kwd>
<kwd lng="en"><![CDATA[Communication Design]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="pt"><![CDATA[Sustentabilidade]]></kwd>
<kwd lng="pt"><![CDATA[EcoDesign]]></kwd>
<kwd lng="pt"><![CDATA[Checklist]]></kwd>
<kwd lng="pt"><![CDATA[Design de Comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rammel]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Velázquez]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Mader]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Sustainability assessment in higher education institutions. What and how?]]></article-title>
<source><![CDATA[Routledge Handbook of Higher Education for Sustainable Development]]></source>
<year>2015</year>
<page-range>331</page-range><publisher-name><![CDATA[Routledge. Research Gate]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mader]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Warland]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Hilty]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Leadership for Sustainability in Higher Education. ELTT Education for Sustainable Development Handout Series]]></source>
<year>2015</year>
<publisher-name><![CDATA[University of Zurich]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Scott]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Tilbury]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Sharp]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Deane]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Turnaround Leadership for Sustainability in Higher Education]]></source>
<year>2012</year>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sterling]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Re-making Education and Learning - Designing for Change. Sustainable Education: Re-viosining Learning and Change]]></source>
<year>2015</year>
<page-range>1-28</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Sposto]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metodologia para avaliação da sustentabilidade de habitações de interesse social com foco no projeto]]></article-title>
<source><![CDATA[Ambiente Construído]]></source>
<year>2012</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>207-25</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<collab>Instituto Nacional de Estatística</collab>
<source><![CDATA[Objetivos de Desenvolvimento Sustentável Indicadores para Portugal, 2030]]></source>
<year>2018</year>
<publisher-name><![CDATA[INE]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boeijen]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Daalhuizen]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Zijlstra]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
</person-group>
<source><![CDATA[Delft Design Guide - Perspectives- Models - Approaches - Methods Revised]]></source>
<year>2020</year>
<publisher-name><![CDATA[Ed. ebook, BIS Publishers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Frazão]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Peneda]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Adotar a perspectiva de ciclo de vida. Incentivar a competitividade sustentável das empresas]]></source>
<year>2006</year>
<publisher-name><![CDATA[INETI, CenDES]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Delfino]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Paschoarelli]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Frazão]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Packaging design for sustainable development. Graphic Arts and Media Technology, Management and Education]]></article-title>
<source><![CDATA[Proceedings of the 46th Annual International Conference of the International Circle of the Educational Institutes for Graphic Arts: Technology and Management]]></source>
<year>2015</year>
<page-range>239-51</page-range><publisher-name><![CDATA[Hellenic Union of Graphic Arts and Media Technology Engineers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="">
<collab>Design Can Change</collab>
<source><![CDATA[Sustainable design checklist]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Delfino]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Newspaper design contributions for sustainable development. Graphic Arts and Media Technology, Management and Education]]></article-title>
<source><![CDATA[Proceedings of the 46th Annual International Conference of the International Circle of the Educational Institutes for Graphic Arts: Technology and Management]]></source>
<year>2015</year>
<page-range>90-102</page-range><publisher-name><![CDATA[Hellenic Union of Graphic Arts and Media Technology Engineers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Behrisch]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Ramirez]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Giurco]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The use of ecodesign strategies and tools: state of the art in industrial design praxis. Institute for Sustainable Futures, University of Technology]]></article-title>
<source><![CDATA[Knowledge Collaboration &amp; Learning for Sustainable Innovation ERSCP-EMSU Conference, Delft, The Netherlands]]></source>
<year>2010</year>
<publisher-name><![CDATA[Research Gate]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Masoudi]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[You]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Suh]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Characterization of Eco-Design Checklists]]></article-title>
<source><![CDATA[Journal of the Korean Society for Precision Engineering]]></source>
<year>2012</year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
