La explicitación como estrategia pedagógica en los procesos de diseño

This article describes the theorization of results from a research project about the pedagocial problem of project design practice, a consequence of the cooperation of design research groups (UPB) and semiology research groups (UDEA) The comparative method was applied to observe particularly the role of mistakes explicity. The result of this research is the pedagogical efficiency of explicity. This efficiency can be understood by relating it to the "duality of the subject", introduced by Semiology, which in turn allows the definition of the project and its oneness based on its process. We finish by mentioning three visible effects of explicity as a pedagogical strategy: the control of the project design practice, the construction of conscious knowledge, and the objectification of the project, contrasted with the subjectivities of teachers and students.