O presente trabalho tem como objeto a visualidade e a materialidade do livro didático pro- duzido pela Companhia Editora Nacional desde o início de suas atividades, em 1926, após sua fundação por Monteiro Lobato e Octalles Marcondes Ferreira, até 1980, quando foi incorporada a um grupo editorial que possuía estrutura própria de produção dos livros. Durante três décadas, a Nacional foi a maior editora do país e seus livros estiveram presentes na formação intelectual e de gosto de diversas gerações de brasileiros, produzindo memória individual e coletiva e integrando a cultura material e visual do país em sua época. Assim, o amplo levantamento produzido por esta pesquisa de memória gráfica, de cunho panorâmico e exploratório, pretende contribuir para integrar o livro didático, pouco estudado por ter uso temporal restrito e não possuir valor literário e científico, ao rol dos artefatos gráficos merecedores de atenção dos estudos de cultura material e de história do design brasileiro. Utilizando como critério exclusivo as características materiais e visuais das obras, o trabalho identificou seis momentos diferenciados na produção de design da editora, abordando em cada um deles possíveis nexos entre sua materialidade e visualidade e os principais fatores ou contextos nelas atuantes: a educação (estrutura de ensino, abordagens peda- gógicas e cultura escolar), a produção (tecnologia e práticas de trabalho) e as linguagens visuais e gráficas circulantes em cada época. A direção geral identificada nesse percurso foi de um mo- mento inicial caracterizado por extrema sobriedade e formalidade de capas exclusivamente tipo- gráficas e soluções padronizadas de composição e diagramação nos miolos até um momento final caracterizado por capas ilustradas ou fotográficas e soluções mais particularizadas e com forte presença de elementos pictóricos nos miolos. A par do desenvolvimento das tecnologias gráficas para a reprodução das imagens, o percurso mostra a própria trajetória das relações da cultura es- colar com as demais esferas da vida social no aspecto da visualidade, indo de um momento inicial de maior isolamento e retração a influências externas à cultura escolar até um momento de maior flexibilidade e permeabilidade a elas, particularmente à influência dos meios de comunicação de massas, com a valorização da imagem que os caracteriza. / The focus of this investigation was the visuality and materiality of school textbooks produced in Brazil by the Companhia Editora Nacional from its inception in 1926 by writer Monteiro Lobato and Octalles Mar- condes Ferreira to 1980, when the enterprise was incorporated into a publishing group operating under a proprietary publishing approach. For three decades, Nacional was the country\'s largest publisher, and its titles became integral to the intellectual training of, as well as to the development of book appreciation among, a number of Brazilian generations, while helping to build both individual and collective memory and integrate Brazil\'s material and visual culture during the period. As part of this panoramic, exploratory investigation of editorial graphic memory, an extensive survey was conducted willing to push the inclusion of school textbooks--to date poorly studied, given their limited useful lifespan and lack of first-hand liter- ary or scientific value--into a roster of graphic artifacts insufficiently addressed in investigations of Bra- zilian design history and material culture. Drawing exclusively on the material and visual characteristics of the books, six periods were identified in the design production at Nacional. For each period, the study addressed possible connections between, on the one hand, materiality and visuality and, on the other, the principal factors or contexts influencing the material and visual character of textbooks--namely, education (educational structure, pedagogical approaches, and school culture), production (technology and work practices), and the visual and typographic languages available at the time. A general trajectory was identified in this evolution, spanning from an initial point in time, characterized by the stark simplicity and formality of all-type covers and standardized textblock typography and layout, to a final period, character- ized by handmade or photography-based artwork and more individualized solutions, with a strong pres- ence of pictorial elements in the textblock. In addition to the growing refinement of graphic technologies for image reproduction, the trajectory reveals an evolution of the relationships established between school culture and other spheres of social life in terms of visuality, extending from an initial point in time, marked by a more pronounced isolation from and avoidance of influences foreign to the school culture, to a period of more evident flexibility and permeability to these influences, particularly those conveyed by mass media, with their intrinsic valuing of images.

Até o final da década de 1960, o livro escolar brasileiro era em sua maioria produzido dentro dos padrões técnicos e visuais da indústria livreira tradicional em relação estreita e participando do que se conhece como cultura escolar, em que a linguagem visual como modo de conhecimento e construção de significados não era devidamente reconhecida e valorizada. Com raras exceções, a visualidade do livro didático não tinha como referência a produção gráfica de melhor qualidade que aparecia em livros de literatura e outras mídias e não era produto de método projetual mais rigoroso e qualificado. Na década de 1970, com a expansão da indústria cultural e dos meios audiovisuais e o surgimento de novas referências de gosto particularmente para a juventude, a visualidade do livro didático praticada ficou ainda mais distante de seu público. As editoras existentes e as novas que surgiram com a expansão do ensino em todos os níveis, mesmo quando percebiam as mudanças de gosto ocorridas, ou não davam importância para esse fato, ou não sabiam como atualizar as linguagens de sua produção, ambos os aspectos sendo decorrentes da pouca cultura visual de seus dirigentes e do não reconhecimento do modo visual como expressão válida de conhecimento e do design como recurso para despertar o interesse pelo aprendizado e ferramenta de promoção de vendas. Será a editora Ática, por seu projeto editorial de inserção na produção de cultura mais ampla e de resposta às demandas decorrentes da vida política e cultural do momento vivido pelo país, que trará para o livro didático as mesmas preocupações com visualidade que precisava ter com seus produtos destinados ao público mais amplo. Assim, a editora promove uma profissionalização na produção visual, com a contratação de designers e ilustradores experimentados em outras mídias impressas, estas já bastante profissionalizadas na produção de linguagens que atingiam diversos públicos. A importância dada às capas, como meio de sedução para obter adoção entre os professores e adesão entre os estudantes, pela identificação com o universo visual desses segmentos, vai gerar uma renovação sem precedentes na visualidade do livro escolar e vai impulsionar editoras concorrentes a fazê-lo. As soluções gráficas originais de Ary Normanha, com a participação de Mário Cafiero, vão oferecer ao público a experiência com os significados criados pela linguagem visual em diálogo com o modo verbal, como atividade própria de uma cultura e de um aprendizado integrais. A par da ampliação da cultura imagética e das referências de gosto, as capas documentadas e analisadas mostram um momento em que o design do livro didático se equiparou ao melhor design encontrado em outros veículos da cultura no Brasil. / Until the end of the 1960s, Brazilian schoolbooks were in its majority produced according to the technical and visual standards of the traditional publishing industry, in close relation to what is known as school culture, by which the visual language as a way of acquiring knowledge and creating meanings was not duly recognized and valued. With a few exceptions, the visual presentation of schoolbooks had no compare with better quality graphics that turned up in literature books and other media. Moreover, it was not the result of a more rigorous and qualified, thoughtful design. In the 70s, with the expansion of cultural industry and audiovisual media and the emergence of new taste trends particularly among the youth, the visual image of schoolbooks drifted apart from its public even more. The existing publishing houses and the ones founded during the spreading of education in all levels would either dismiss this fact or not know how to update the language of their books even if they have noticed that changes in taste had occurred. These issues were due to the scarce graphical knowledge of the publishers and their non-recognition of the visual aspect as a valid expression of knowledge and of the design as a means for arousing the interest in learning and as a sales promotion tool. Amongst the biggest publishing houses in Brazil, Ática was the one that treated textbooks with the same graphic concerns it has had for its products aimed to a broader public, once it had embarked on the project of participating in the wider cultural production, responding to the demands of cultural and political scenes in that particular period the country was living in. Thus, Ática promoted the professionalization of graphic design in the schoolbook area by hiring designers and illustrators experienced in other media that were already developing languages that reached a diverse public. Considered as a way to conquer teachers and its students through their identification with its visual image, the book cover gained a significance that would generate an unseen renewal in the graphic design of schoolbooks and impelled Áticas competitors to do the same. The original graphical solutions introduced by Ary Normanha, with the collaboration of Mário Cafiero, would make the public experience meanings provided by the dialogues between visual language and verbal language, an outcome of a more comprehensive culture and learning. Besides their enhanced appeal and the cultural imagery they bring about, the book covers registered and analyzed herein show a moment when the design of the schoolbooks was of the same quality as the design found in other cultural media in Brazil.

Att ett bra varumärke kräver en tydlig visuell identitet råder inget tvivel om, men vad innebär det i praktiken? Syftet med föreliggande studie var att undersöka tech startups uppfattning om värdet av den visuella identiteten. Genom semi-strukturerade djupintervjuer med nio respondenter från nio olika tech startups, samt en affärscoach, undersöker studien således hur tech startup värderar den visuella identiteten i förhållande till hur de hittills har arbetat med den. Den generella uppfattningen, utifrån intervjuerna, visade att den visuella identiteten är viktig. Samtliga respondenter har uppdaterat den visuella identiteten en eller ett flertal gånger med anledning av att den visuella identiteten har vuxit fram med tiden. I studien framkom det även att tech startups, vars grundare hade en bakgrund inom design eller kommunikation, hittat sin visuella identitet tidigt även om enklare uppdateringar har genomförts. Trots att samtliga respondenter understryker vikten av den visuella identiteten betonar de emellertid vikten av att inte kunna mäta design. Då startups i allmänhet, men tech start synnerhet, har begränsat med resursers ses det som en risk att prioritera det visuella, vilket bidrar till att tech startup istället fokuserar på andra områden som är mer akuta än den visuella identiteten. / There is no doubt that a great brand requires a clear visual identity, but what does it mean in practice? The objective of this study was to investigate the tech startups perception of the value of the visual identity. Through semi-structured interviews, with nine respondents from nine different tech startups, as well as a business coach, the study analyses how tech startups evaluate the visual identity in relation to how they have been working with it. The general view, based on the interviews, showed that the visual identity is important, where all respondents have updated the visual identity one or several times thus, the visual identity has evolved over time. The study also revealed that tech startups whose founders had a background in design or communication found its visual identity on a early stage, albeit smaller updates have been done. Although all respondents emphasize the importance of the visual identity, they see measureability of design, as a problem. As startups in general, but tech startups in particular, have limited resources, prioritizing the visual identity is seen as a risk. Therefor tech startups tend to prioritize other aspect above the visual identity.

Esta tese é um panorama da história gráfica brasileira de 1837 até 1931, visto pela ótica da representação cômica, do design gráfico e da mentalidade. A idéia principal foi partir de um plano geral para encontrar na década de 1920 a obra conjunta do humorista Aparício Torelly, o Barão de Itararé, e do artista gráfico paraguaio Andrés Guevara. Passando pelos autores mais relevantes deste período, a inspiração rizomática é a própria cronologia, onde os assuntos relacionados a humor, design e mentalidade trepidam e se desdobram em conexões pertinentes e interessantes para o próprio tema. A tese foi concebida em três partes, a saber: A primeira versa sobre o objeto de conhecimento, objeto de estudo, metodologias e fontes; assim como fala brevemente sobre os autores principais Barão & Guevara , mote da estratégia de abordagem do assunto. A segunda parte destrincha os antecedentes históricos sob as óticas propostas através de uma amostragem de fontes primárias (imagens & autores) em contraponto com trechos de importantes fontes secundárias, costurado com comentários que vão propondo novas interpretações e olhares para os mesmos temas e objetos, sem aplicação de juízos de valor, mas apenas mostrando que foi assim que as coisas se passaram. A terceira parte está focada na década de 1920, e é onde encontro os autores alvo e aplico um detalhamento maior, evidenciando um momento de forte gênese e experimentação no design gráfico brasileiro frente à mudança completa de paradigmas com a introdução da estética modernista, e a assimilação e difusão acentuada dos valores burgueses no campo social. / This thesis is an overview of the Brazilian graphic history from 1837 to 1931, seeing by comic graph representations, graphic design and historical mentalities. The main idea was start from a general plan to reach in the 1920s the four hands works of the humorist Aparício Torelly (Barão de Itararé) and the Paraguayan graphic artist Andrés Guevara. Passing by the more relevant artists of this period, the root inspiration is the chronology itself, were the subjects related to humor, design and mentality tremble and unfolding pertinent and interesting connections for the own theme. The work was conceived in three parts: The first one runs upon the knowledge subject, application subject, methodologies and the wellspring of informations; as well as talk briefly about the main authors Barão de Itararé & Guevara , reason of the strategy subject approach. The second part clear up the historical foregoings under the proposed look through an stamp of original wellsprings (images and authors) put against extracts of the more important Brazilian bibliography, sewed with comments that proposes new interpretations and new looks over the same themes and subjects, without judgements, but just showing that was the way the things took place. The third part is focused on 1920 decade, and is where I meet the target authors and apply for more details, making evident the moment of strong creation and experimentation in the Brazilian graphic design face to the complete change of paradigms in order of the introduction of modernist esthetics and the assimilation and great dissemination of burgess values in the social field.

In my eleven years of teaching graphic design at Tshwane University of Technology, I have come to realise that education is more than just teaching a student the fundamentals, techniques and new technologies, it is also about their personal development. I conducted this study to ensure that my educational practices challenge my graphic design students to acquire the essential characteristics – or more profoundly, the essential human qualities -­‐ required for a contemporary graphic design career through which the quality of life for all will be enhanced. The study is a participatory action research study involving the second and third year graphic design students at Tshwane University of Technology. It involved five action intervention cycles. In the first cycle I explored the current graphic design education practices in order to determine whether these practices ensure the acquisition of such essential human qualities that a graphic designer should posses. The acquisition of such human qualities has become paramount because of the ethical imperative that graphic designers can change the world (Berman, 2009). I found that my current graphic design education practices as they relate to the commonly most dominant practices are not sufficient to accomplish this purpose. During the research I was exposed to a paradigmatically innovative education practice that focuses on maximizing human potential and it was adopted to improve my existing education practice. Through four additional action intervention cycles I provided evidence that indicated that my improved education practice contributed to my students’ acquisition of an identified four sets of essential human qualities: the artistic quality of creativity; the professional quality of continuous, independent, increasing expertise in creativity within an interdependent, co-­‐operative value based community of graphic design practitioners; the personal quality of maximizing human potential; and the leadership quality of an enlightened change agent. The primary focus on the acquisition of these essential human qualities through the proposed method of graphic design education, also allows for the gaining of the necessary graphic design knowledge and skills (Barnett, 2007:101). / Thesis (PhD)--University of Pretoria, 2013. / gm2013 / Humanities Education / Unrestricted

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M. Tech. (Department of Visual Arts and Design: Graphic Design, Faculty of Human Sciences), Vaal University of Technology. / The main aim of this study is to determine in what ways my graphic design practice is impacted by my socio-cultural identity. The intention is to explain and theorise the creative dynamics at play in Graphic Design as a discipline, so that I can use this to trace how the culture of graphic design, learned through training, influences the designs that I conceptualise and produce. From this exploration, critical self-analysis strategies and lines of inquiry for graphic designers, are established. To achieve this, triangulated investigations are undertaken in the context of a graphic designer as an idiosyncratic enculturated person, within the domain and field of graphic design. The attention falls on the dynamics of creativity and the cultivation thereof within cultural subject formation processes. Triangulated explorations of identity formation and identity within a culture in itself are undertaken, along with investigations into the culture of graphic design. Autoethnography (AE) is employed as practice-led research methodology and tool to extract data from autobiographic investigations that can be used to analyse and interpret the creative outcomes that were produced for the study. The cultural elements and principles of graphic design and the cultural elements and principles of an idiosyncratic enculturated graphic designer are compared, that result in answers to the main objective of the research conducted. Background and motivations introduce interpretation and contextualisation (personalisation) of AE as practice-led research methodology and method within graphic design as a cultural practice. The introduction is followed by creative practice that involves the generation of graphic design creative outcomes and the writing of a condensed autobiography. An in-depth literature review then provides a theoretical framework that sketches the discipline of practitioner within a field of practice, where after the practice is analysed, critically reflected upon and then AE interpreted, using the developed theoretical framework. From this, a detailed self-analysis follows. The process leads to the development of a new knowledge base and model (framework) that can be used in further research possibilities across other disciplines and cultural identity selections for self-reflection. This “strategic cultural preference facilitator model” consists of seven macro self-analytical identity markers, drawing on Appiah’s (2018) categories of Country, Creed, Colour, Gender, Class, and Culture (to which is added Professional Development). This is extended into ten micro sub-selfanalytical identity markers, namely: (1) Patriotism; (2) Paternalism; (3) Patriarchy and (4) Power; (5) the Pastoral; (6) Pretence; (7) Protection; (8) Punishment; (9) Privilege; and (10) Process, which are employed as socio-cultural identity lines of inquiry. The modelling and analysis processes documented in the dissertation could be extremely useful in most fields of human interaction, such as social work, psychology training, communication theory and practice, and in virtually all domains where the notion of self-critique as practice is prevalent (and necessary).

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Since 2006, the city of Chihuahua, Mexico has been engulfed in a wave of drug-related violence that has resulted in thousands of murders, kidnappings, and "disappearances." Because bloody headlines sell newspapers, violence dominates the mainstream media, which contributes to residents' sense of hopelessness and helplessness. In response, in my graduate work I have investigated ways in which I can use the persuasive tactics and appearance of mainstream commercial graphic design to effect social change: specifically, to shift Chihuahuans' attitudes about their city. Through three interventions (The Graffiti Workshop, the Riberas school identity, and the Se busca project), I have attempted to encourage civic participation, recognize positive contributions within the community, and build an economic engine around local heroes. By doing so, I hope to reverse the prevailing belief that individuals are powerless to confront large, complex social issues. In addition, I hope these projects demonstrate some of the ways in which graphic designers can effectively apply their design skills to social as well as commercial problems. / text

This report details a design process that generates new forms from mundane materials and tools. By utilizing a structure of limitations to establish artificial constraints, making becomes a sort of game where the designer must negotiate the rules and objects in order to achieve a solution. The best results come from setting up explicit limitations about the type of manipulation permitted, establishing design objectives, specifying the material or tool to be explored. Throughout the process of designing a structure of limitations affords the designer a critical distance from the assumed uses of common materials and familiar tools resulting in new forms, and often unexpected results. Self-assigned parameters help the designer gain control over rules and constraints established by clients. / text