Artigo:

The present PhD research in progress seeks to identify and understand the relationships between the physical space of education (traditional classrooms, sewing rooms, modeling and other environments of Higher Education Institutions - HEI, which offer bachelor's degree courses in fashion) and teaching-learning in this context. It also seeks to analyze the curricula of the courses to find out if the subjects currently taught meet the needs of students, teachers, coordinators and also the market. For that, until then, as sources and techniques of data collection, literature review, systematic searches on the internet, semi-structured interviews (face-to-face and distance) with coordinators and teachers, informal conversations in loco with students and application of questionnaires were obtained. At a distance, technical visits, capture of images and videos and observations of practical situations in the classroom in some of the HEI studied, were carried out by the researcher. The teaching of fashion has historically been linked to courses in arts, home economics and design, and that is why its bachelors have different nomenclatures. However, since 2004, the guidelines of the design course have served as a basis for teaching fashion in Brazil (Conselho Nacional de Educação [CNE], 2004). In addition to the aspects previously identified as worthy of attention in the studies obtained so far, it was observed, for example, that there would be other considerations from the students regarding the course, especially pedagogical orientation to set up a sequential scheme in relation to the subjects chosen to attend, exceptionally in the case of design courses that have open and flexible curricula and the student has the freedom to choose which subjects to enroll in the specific content cycle. In view of this recognition study, it is expected, among other things, to incorporate new factors of analysis in the research to improve the understanding of the student-course-institution relations in question.