Design and Architecture are areas of study that have a number of similarities. In Brazil, for example, they are categorized by the Ministry of Education (Port. N ° 9 of 2008) as members of the Applied Social Sciences area, that is, they encompass interdisciplinary knowledge aimed at understanding, studying, developing and solving issues that have direct implications for society and human needs. As it deals with issues involving both art and technique, it can be said that there are two main ways of looking at the design process in these areas. As Munari (1981) explains, when speaking of the Design area, one of them would be the romantic, in which the creative genius works. The other would be the professional approach, in which there is a more structured method and design process. A thought that meets the line of reasoning of authors also in the area of Architecture, as Silva (2006), for example, who sees the need to transform the black box of the design process, used by many and in which it is not possible glimpse its stages, in a transparent box, where they can be seen and controlled. The packaging design is a complex system that involves several actors in its conception and production process, demanding from the professional responsible for the project, knowledge about the life cycle and all its functions and involves the conception of a structural project (product design) and graphic (Graphic Design). Sastre (2017). Bringing this issue to teaching in both areas, the first approach becomes a barrier to learning, because in it, if we need the figure of the creative genius, teaching ends up being a mere supporting role, the student would already innately have all potential to become a professional in the field. In the professional approach, the method becomes necessary. It is through the decomposition of the problem in different parts that it is possible to control the process and, as a consequence, transmit it to the students, and these, in turn, absorb their steps and become agents of their own education. With the focus on the approach, called professional, in the area of Packaging Design, the design process is understood in several parts interconnected by several authors, who understand that the macro stages of design can vary from 3 to 7 parts. Are they: Bergmiller et al. (1976); Giovannetti (1995); Moura e Banzato (1997); Negrão & Camargo (1998); Mestriner (2002); Brod Júnior (2004); Gurgel (2007); Carvalho (2008) & Dupuis e Silva (2008). In architecture, despite having somewhat less clear definitions between the stages, we find the work of\ Silva (1986 e 2006), Neves (1998), Martinez (2000), Cordiviola (2001), Odebrecht (2006), Pinõn (2007), Unwin (2015), e Sastre e Zuccherelli (2019). In view of these issues, and, supported by the analysis arising from the authors' teaching practice in Packaging Design and Architecture, the objective of the work is to find convergences and divergences in the design processes proposed by the various authors, in both areas, in order to support the practice teacher and also bring these areas of study closer through multidisciplinary exchanges. The research method, in terms of its nature, is classified as applied research, as it seeks knowledge for practical application and solution of specific problems. Regarding the approach to the research problem, this study is of a descriptive qualitative nature, focus used when trying to  understand the perspective of the participants on the phenomena that surround them Sampieri, Collado & Lucio (2013). This perspective, materialized by the various methods proposed by the authors studied, plus the teaching experience of the researchers. As a theoretical result, the present study will present a model of integration between the design stages of the areas of Architecture and Design, and as a practical result, a method will be obtained involving the design process that is capable of being applied directly in the classroom in the formation of Designers and Architects.