Do transdisciplinar ao indisciplinado modo de aprender design: educar através de / para a Disruption

This document testifies the attempt at critically interpretingcertain formative models of the designer from an evolutionarypoint of view. The criteria used to draw up a historical mapping and perform a reading of some interesting contemporary case histories concern the comparison between the subjective approach (the unveiling of the author’s personality and different identity, considered as a subject under formation), on one hand, and the objective reproducibility of a process (project methodology), on the other.We have off set this line of interpretation with the relationshipbetween the concept of trans-disciplinary (an encodedapproach of transferring methods and tools from other disciplines), and that of non-disciplinary or “undisciplined” (in the sense of transcending the disciplines and therefore lookingfor innovation “outside the rules”).This analysis comprises profi les resulted from specificallydisciplinary educational traditions (artistic and polytechnic);however, a profi le that is not formable within modern schoolsand which generates “out-of-context” designers also emerges.Lastly, a new profile is outlined that insists on learning rulesand methodologies, but makes the disobedience of said rulesand methods the margin of originality and distinction (whichdepends on the qualities of the designer and his/her subjective capacity and creativity)