Since 1932, under the pressure of the Nazi regime, Bauhaus closed its doors. Then, a lot of its former teachers and students travelled all over the world and defended Bauhaus’ ideals. They also landed on Ibero-America and exported the laboratory of modern ideas, which was the strongest impact on education as a driver of change in society as (Salinas, 2019) (Prinz, 2019) (Messer, 2018) and (Muzi, s.f.) raised. Some people consider that Bauhaus influence in Latin America is not strong, almost nil (Bernatene, 2019), while Gui Bonsiepe affirms that schools and study programs that can get in modernity without this Bauhausian influence are few in Latin America. Likewise, Ricardo Blanco, who was director of the career of Industrial Design in the University of Buenos Aires, said that the major legacy was his pedagogy. Bonsiepe set as the significant element of the pedagogical legacy the “famous, almost mythical, basic course: a didactic invention with huge impacts on schools of Art, architecture and design in the world.”

Thus, we wonder, for Latin America, Spain and Portugal:

  • Which specific characteristics, if they exist, does the teaching of design have? Which deficit, which priorities are being set?
  • Is an hatching of design and of Schools and Universities of design happening in Ibero-America?
  • Which professional profiles are characterized with this Bauhausian influence?
  • What are the characteristics that defined study programs of the centers impacted by Bauhaus model?
  • Does the centers’ ecosystem allow to spread the Bauhaus ideal?
  • Which articulation did the Bauhaus model have with social, economic and cultural reality of the Ibero-American environment?

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