Design of a participatory communicational, educational and cultural proposal in the context of teaching-learning

Abstract

This paper aims to discuss the pertinent characteristics for the design of a participatory
model in the communicational, didactic and cultural spheres. For this, it makes use of bibliographic
research, guided by a phenomenological look, resonant with the essayistic form of
expression. It takes different perspectives, of which stand out Martin Buber, Paulo Freire, Juan
Bustos, Vicente Romano, Victor Ventosa, Kristoffer Haggren and Vilém Flusser - the latter,
responsible for the theoretical lens through which we look at design processes. As a result,
it indicates the need for a dialogical and horizontal communication, guided by a model that
educates for participation, celebrates the engagement and the discussion of the agreements
and the necessary stimuli for the teaching-learning contexts.