Article:

The ongoing doctoral research concerns an investigation into the relationship between learning and professional design practices in Brazil. The work is based on the theory of practice and learning situated that considers that there are several practices (academic, professional and social) that must be experienced so that the learner expands his capacity for judgment and thus becomes a professional (LAVE, J. e WENGER, E.; 1991). Initially, the research demonstrated that undergraduate courses in design should follow the premises of legal quality, referential quality, perceived quality and disclosed quality and that, like teachers, they should return to have a greater approximation with the professional practices of design (PINTO. et al; 2022). This is because, by understanding the current professional practices of the field, they can improve the approach of the disciplines to make both the disciplines and the courses more relevant to students. For this, the research sought to find the convergences and divergences between formal learning and current professional practices in design through a data collection protocol, including interviews with experienced designers, novices, and design contractors, to propose actions that bring academic practice closer to practices Professionals. From this stage, a series of competencies were listed that extrapolate those that make up the requirements of legal quality as well as a list of situations that provide learning. As a preliminary result, we observed that the developed protocol can be a relevant instrument for updating design courses. In addition, the resolution of the National Council of Education was identified as an opportunity to apply the results of the research, which determines that by 2024, undergraduate courses in Brazil will have 10% of their workload paid with university extension actions. Thus, for the conclusion of the research, the Design Science Research Methodology approach (PEFFERS, K., TUUNANEN, T., ROTHENBERGER, M. A., & CHATTERJEE, S.; 2007) is being used for the development of an artifact that can contribute to the elaboration of university extension actions aligned with the undergraduate disciplines, which we call the Learning Acceleration Model in Design.