Class Collaborative Practices I

This course continues the work developed in the previous unit Collaborative Practices 1, consolidating projects that explore different types of collaborative and multidisciplinary work, inherent to a design project, such as collaboration with peers, articulation of communication, critical/creative debate, co-creation and co-production, as well as the definition of analogue/digital tools that encourage these practices. The challenges will be launched by invited teachers, professionals or institutions, in diverse contexts, investigating the connection between the expanded concept of publication (analog, digital or performative), the student's interests and the construction of their intervention tools and strategies. The aim is to implement varied group dynamics and collaborate with institutions/organizations and communities outside the academic environment.

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Description of contents  Collaborative work practices:  Learning collaborative and multidisciplinary work practices inherent to a design project, such as coordination between communication and task management, critical/creative debate, co-creation and co-production.  Presentation/creation/use of analog/digital communication/sharing tools:  Presentation/creation/use of analog/digital tools necessary for collaborative work practices, namely facilitating communication and information sharing.  Participation/creation in/of practices/debates:  Participation/creation in/of practices and debates with professionals/institutions from different areas of knowledge/work, q possibilities for future research/design projects or becoming essential to projects already started. 

This curricular unit is of a theoretical/practical nature based on active pedagogical methodologies/practices focused on the student and their practical experimentation of the knowledge acquired in the work process, promoting an individual and collaborative training path. Establishing students and guests allows skills to be acquired in an integrated and meaningful way and fosters autonomy, collaboration and cooperation. T continuous basis and focuses on attendance, participation, materialization, discussion and commitment to the work proposed. Assessment, w defined at different key moments in the proposed exercises, according to the supervision of each teacher/guest, discussed together at the en moments are defined by the teachers and are compulsory. 

Angiama, S. et al (Eds) (2018). aneducation – documenta 14. Berlin. Archive Books.  Axel, N (Ed.) (2016). Volume 48 – The research Turn, Learning 2. Amsterdam: Archis. Biserna, E. (Ed.) (2022). Walking from Scores. Dijon: Les Presses du Réel. Butler, B. M., & Bullock, S. M. (2022). (Eds). Learning through collaboration in self-study. Singapore: Springer. Pahl, K. et al. (2022). Collaborative Research in Theory and Practice: The Poetics of Letting Go. Bristol: Bristol University Press Poulin C., Preston, M. & Airaud, S. (2019). (Eds). Co-Creation. Paris: CAC Brétigny & Empire Books. Rito, C. & Balaskas, B. (2020). Institution as Praxis, New Curatorial Directions for Collaborative Research. Berlin: Sternberg Press. Schäfer, M., Es, K. & Lauriault, T. (2024). (Eds). Collaborative Research in the Datafied Society – Methods and Practices for Investigation and Intervention. Amsterdam: Amsterdam University Press.