[1] | The critical theory was developed by philosophers from the Frankfurt School, such as T. Adorno, M. Horkeimer and H. Marcuse, in the mid-20th-century, concern for the growing power of influence of the positivist focus of science as an ideology on 20th century Society. Later this was extended and consolidated by the approaches of critical social science made by J. Habermas in several works, such as Conocimiento e interés (1982), Teoría y praxis (1997), Teoría de la acción comunicativa (1987). Generally, critical theory, as W. Carr and S. Kemmis (1988: 146) say, tends to “express a focus of theory that proposes the central mission of emancipating people from the domination of positivist thought through their own understandings and acts”. |
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[2] | W. Carr and S. Kemmis (1988) or J. Elliot (1990), amongst others, have taken critical social science to the field of education through the methodological focus they have called research-action. In general lines, this focus says that in order to produce emancipating or education-transforming knowledge, it is necessary not to separate research in the field of education from the educational praxis itself, and that it is essential to include the participation and collaboration of all agents involved in education (teachers, students, parents, institutions) in the research-action process. T. Eckes, The Developmental Social Psychology of Gender, Lawrence Erlbaum, 2000. [E-book] Available: netLibrary e-book. |
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[3] | Carr, Wilfred; Kemmis, Stephen. Teoría crítica de la enseñanza. La investigación-acción en la formación del profesorado. Martínez Roca, Barcelona, 1988. |
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[4] | Cócola, Agustín. El barrio Gótico de Barcelona. Planificación del pasado e imagen de marca. Generic Publishers, Barcelona, 2011. |
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[5] | Casacuberta, David. Creación colectiva. Gedisa Publishers, Barcelona, 2003. |
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[6] | Elliot, John. La investigación-acción en educación. Morata Publishers, Madrid, 1990. |
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[7] | Findeli, Alain. “Introduction”, Design issues. 15 (2): 1-3, 1999. |
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[8] | Guersenzavig, Ariel. “El disseny com a eina de transformació participativa”. Quaderns d’acció social i ciutadania. 8: 52-55, 2010. |
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[9] | Habermas, Jurgen. Conocimiento e interés. Taurus Publishers, Madrid, 1982. |
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[10] | Habermas, Jurgen. Teoría de la acción comunicativa. Taurus Publishers, Madrid, 1987. |
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[11] | Habermas, Jurgen. Teoría y praxis. Estudios de filosofía social. Tecnos Publishers, Madrid, 1997. |
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[12] | Julier, Guy. La cultura del diseño. Gustavo Gili Publishers, Barcelona, 2010. |
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[13] | Lechot Hirt, Lysianne (dir.). Recherche-création en design. Metis Presses Publishers, Geneva, 2010. |
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[14] | Margolin, Victor. “Design studies and the education of designers”. Temes de disseny 6: 37-54, 1991. |
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[15] | Osterwalder, Alexander; Pigneur, Yves. Business Model Generations. John Wiley&Sons Publishers, Hoboken, 2010. |
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