Abstract
Indigeneity in Argentina has historically been oppressed. The project presented here is a collaboration between design researchers and students from Buenos Aires and Indigenous groups in Northern Argentina that combines anthropologi-cal and design methods. Participatory experiences are at the core of the pro-posal. Interactions within the communities led to various lines of work. The top-ics varied from textile production, natural coloring, traditional nourishment, and construction to didactic materials for schools within intercultural bilingual edu-cation. The results show not only material outcomes, but also how the project moved its participants. In light of the widely differing worldviews, the learning process became an exchange. Is it possible that design education in Argentina will change its predominant practices, as the result of dialogical collaborations with Indigenous peoples? What challenges would this lead to? The project aims to be an example of a dialogue between worlds, in a pluriversal context.
Keywords
decolonial perspective; argentinian design; participatory project; indigenous territory
DOI
https://doi.org/10.21606/drs.2024.777
Citation
Lucía Agudin, C. (2024) Designing in Argentina with Indigenous Groups, in Gray, C., Ciliotta Chehade, E., Hekkert, P., Forlano, L., Ciuccarelli, P., Lloyd, P. (eds.), DRS2024: Boston, 23–28 June, Boston, USA. https://doi.org/10.21606/drs.2024.777
Creative Commons License
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Conference Track
Research Paper
Included in
Designing in Argentina with Indigenous Groups
Indigeneity in Argentina has historically been oppressed. The project presented here is a collaboration between design researchers and students from Buenos Aires and Indigenous groups in Northern Argentina that combines anthropologi-cal and design methods. Participatory experiences are at the core of the pro-posal. Interactions within the communities led to various lines of work. The top-ics varied from textile production, natural coloring, traditional nourishment, and construction to didactic materials for schools within intercultural bilingual edu-cation. The results show not only material outcomes, but also how the project moved its participants. In light of the widely differing worldviews, the learning process became an exchange. Is it possible that design education in Argentina will change its predominant practices, as the result of dialogical collaborations with Indigenous peoples? What challenges would this lead to? The project aims to be an example of a dialogue between worlds, in a pluriversal context.