MARIO MATOS RIBEIRO

(1956-2022)

Is an Assistant Professor at the Lisbon School of Architecture since the launch of its Fashion Design BA program in 1992.

In 2012 he presented a Doctoral Dissertation at Universidade Técnica de Lisboa, focused on Fashion Curating, obtaining his Ph.D. degree with very good and distinction [http://hdl.handle.net/10400.5/6658].

He is an effective researcher of the Research Centers CIAUD (FA.ULisboa) and CITAD (Universidade Lusíada de Lisboa), researching mainly in the fields of Fashion Curating, Fashion and Consumption and Fashion Design Education. He is the author and co-author of several published research papers and participated in international conferences.
Alongside lecturing (in the 1st and 3rd cycles of higher education), he has assured scientific supervision for Masters dissertations and Ph.D. theses at Lisbon School of Architecture.

Besides being a co-founder of the Research Group Pattern-Ology (supported by CIAUD and FCT), he is also a member of the Editorial Board of the Journal ‘Current Trends in Fashion Technology & Textile Engineering’ (CTFTTE), Jupiter Publishers, USA.

 

view on patterns
Throughout my career in different areas of Fashion, I’ve always been mesmerized by the enormous inventiveness, technique, accuracy, and sophistication conveyed by patterns, as the embodiment of enchanting fashion masterpieces through time and in different cultures.

But notwithstanding its relevance in the process of achieving fashion objects, ‘pattern’ means also a perceptible regularity given to manmade designs, or following an expectable manner. Therefore, in my personal view – which is directly connected with my teaching/learning experience –, the concept of ‘pattern’ can also convey a methodology and the approaches used for training students.

Lately, I share a great deal of concern about the future of fashion education with several scholars in terms of the way traditional teaching/learning patterns urge to be revised so they fully suit the current generation of students. That’s why I am currently focused on creating and implementing alternative teaching/learning approaches that prove to be more engaging and interactive. From the analysis of their results, I hope I’ll be able to contribute to the status quo and the new paradigms posed by the Digital Era.