The present research is placed at the confluence between this multimodal presence for the development of a critical awareness about the ideological character in the formative trajectory of Higher Education in Design. In order to contribute to a reflection on the training processes of future designers in society, this study investigates the multimodal presence in classroom experiences, emphasizing it as a structuring of discursive practices with reflections in the social sphere. The research explores the extent to which Design training incorporates a reflection on the objects of use, information systems in services in the domain of pragmatics and debating on the object in use as a mediator of individual and collective meanings. The observation context takes place in a Bachelor s Degree in Design with a degree in Visual Communication from an institution of Higher Education in Rio de Janeiro, and is based on the principles of qualitative research and participant observation. The use of theoretical-methodological approach of Interactional Sociolinguistics is the base for the interpretation of the data. The bridge of multimodality as a driving force in the processes of construction of social meanings is based on the work of Fairclough. Bomfim, Couto, Farbiarz and Novaes are the authors who support the epistemological construction of Design as a field that produces meanings based on acts of language. Among the findings and reflections of the research, it is found knowledge schemes in the interactions inherent to an analytical and critical praxis, and it is identified a diversity of occurrence of pragmatic perspectives in pedagogical practices.