dc.creator | Maurício José Laguardia Campomori | |
dc.date.accessioned | 2021-07-27T21:59:22Z | |
dc.date.accessioned | 2022-10-03T23:16:38Z | |
dc.date.available | 2021-07-27T21:59:22Z | |
dc.date.available | 2022-10-03T23:16:38Z | |
dc.date.created | 2021-07-27T21:59:22Z | |
dc.date.issued | 2018 | |
dc.identifier | 2358-6214 | |
dc.identifier | http://hdl.handle.net/1843/37038 | |
dc.identifier.uri | http://repositorioslatinoamericanos.uchile.cl/handle/2250/3819885 | |
dc.description.abstract | This paper aims to test two hypotheses about the teaching of architectural design: the first is that professional practice
shapes the way of teaching of design studio teachers, who mostly do not have didactic training; the second is that most
of studio teaching is based in processes that resemble the problem-based learning (PBL) approach. A survey was
submitted to professors of Brazilian and foreign architecture schools, in order to verify if the hypotheses were valid and
if there would be significant variations related to the location of the institutions. The results indicate that the hypotheses
can be confirmed, and that we can say that the practice of the schools of architecture, despite its apparent dissociation
from the scientific model that dominates the contemporary university, can point out new paths for the University. | |
dc.publisher | Universidade Federal de Minas Gerais | |
dc.publisher | Brasil | |
dc.publisher | ARQ - DEPARTAMENTO DE PROJETOS | |
dc.publisher | UFMG | |
dc.relation | V encontro da associação nacional de pesquisa e pós-graduação em arquitetura e urbanismo - anais | |
dc.rights | Acesso Aberto | |
dc.subject | Ensino de Arquitetura | |
dc.subject | Ensino de Projeto | |
dc.subject | Interdisciplinaridade | |
dc.title | Ensino de projeto e aprendizagem por solução de problemas | |
dc.type | Artigo de Evento | |