This research theme is the current landscape of Design graduation programs conformed by the policy for higher education in the area and the Design BA courses. We assume that there is a dialectical relationship between professional education and the values assigned to the field by society. We are invited, therefore, to perform constant analysis on our training goals and on what skill set is currently assigned to the designer the society need nowadays. This context consists of several components, among which stands out the policy for higher education in the area and the response to such a policy configured in bachelor degree in Design. In order to address the issue, this research, from qualitative-interpretive perspective (Erickson, 1996), takes as its object of study documents that reveal the policy for higher education in the area and the institutional statements on Design courses. In light of the change in policy for higher education specifically in the field of Design (NDCNs, ENADE), we understand the problem of this work is the lack of understanding regarding the relationship between the policy that guides higher education in Design and the multiple directions given by the bachelor courses of Design in the country, designed to meet current guidelines and the demands of society. With this thesis, our goal is to generate reference to subsidize the understanding of relations between the field of Design and setting the directions given by education in bachelor degree in Design. The idea of the work is to focus on the relations between law and the education that s been promised. So, we are interested in analyzing the discourses that expresses and represents the promise of the bachelor degree courses in Design and the policy for higher education on this field. The study used document analysis in two phases. The first is dedicated to the study of the documents that represent the policy for higher education in Design. The latter is dedicated to the study of the texts that represents the diversity of institutional responses set by educational institutions. The theoretical contribution of Bakhtin and discourse analysis aims to pave the way for the discussion that puts in dialogue policy, graduation and field, present in their epistemological definitions. Phase 1 directs his gaze to the Novas Diretrizes Curriculares Nacionais and the Exame Nacional de Desempenho de Estudantes in its 2009 edition. Phase 2 directs his gaze to institutional statements of bachelor courses approved by the Ministry of Education and residents in universities that offer doctoral programs in Design. We believe that the education of the designer is a result of the dialogues between epistemology of the field of knowledge and contemporary social demands, which denote new possibilities for integration of professional practice. In this sense, it is the dialogue between these two aspects that sets policy for education in the field, updated by the different institutional responses and the various training courses offered. Indeed, the policy is to grant legitimacy to certain views on the professional, allowing the construction of a dominant vision. The education of the designer will always be effect of the forces of tension between the field, the educational policy and the responses offered to such a policy, attending its ruling and pointing to the potential need for upgrades in views about the designer, their skills and what substantiates its way of knowing.