DISEÑO INCLUSIVO: DESAPRENDER PARA DISEÑAR
VOCES ESTUDIANTILES EN LA ENSEÑANZA DE LA ARQUITECTURA
Abstract
This article presents a teaching experience developed in the elective course Inclusive and Emotional Design at the Faculty of Architecture and Urban Planning of the Catholic University of Salta (UCASAL), Argentina, in 2025. Drawing on the theoretical framework of unlearning proposed by Jutta Treviranus (Inclusive Design Research Centre, OCAD University, Canada), Module 1 invited architecture students to question the implicit norms embedded in their education. The article analyses student voices produced through written activities and asynchronous forums, organized around three recurring tensions: naturalized inequality in learning conditions, fear of error as a pedagogical control mechanism, and situated knowledge as a design resource. It argues that treating student voices as epistemologically valid knowledge — rather than mere feedback — transforms the design studio into an inclusive design laboratory. The article concludes that an architectural pedagogy coherent with inclusive design principles must critically examine its own exclusionary practices.
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References
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Pereyra, D. (2025). Diseño Inclusivo y Emocional [Presentaciones de clase, Módulo 1]. Facultad de Arquitectura y Urbanismo, Universidad Católica de Salta, Argentina.
Roberts, V., & Pereyra, D. (2023). Inclusive co-research with experts with disabilities. En M. H. Rioux et al. (Eds.), Handbook of disability (pp. 779–795). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-6056-7_103
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Copyright (c) 2026 David Pereyra
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