O ensino, a concepção do projeto de arquitetura e a aplicação dos conteúdos tecnológicos: análise em duas instituições de ensino superior

Abstract

This thesis aims at the conception of the architectural design in the teaching and its integration with the technological-constructive content, considering the importance of understanding the materialization of the architectural artifact from the initial phases of the design. The empirical observations that gave rise to the research were confirmed by the scientific literature that points to a situation of distancing between the disciplines of architectural design, its processes and products, and the content of the disciplines of construction technology. The main objective is to understand the insertion of the knowledge coming from the disciplines of construction technology in the teaching of architectural design to promote a better integration of contents and generate greater reflection in the design process. At the primary collection level, case studies were carried out with structured observation in design teaching workshops of two education institutions, one in Brazil, the other in Portugal, as well as two didactic experiences. In the classroom, the studies demonstrated the importance of didactic planning and clarity of the definition of goals to be achieved. The didactic experiences, in turn, even with their differences in format, demonstrated with the proposed direction, that it was possible to achieve the objective of making the participating students reflect on the constructive issues in the design process, which demonstrated the importance of the stimulus of the instructor. At the same time, the results also expressed that the student, due to his own autonomy, cannot be seen as mere receiver, configuring himself as an active agent of the teaching-learning process. The work is finished with indications for the teaching of architecture such as the rapprochement with the constructive practice in the student formation and the use of physical models at all levels of the design process in order to stimulate the use of divergent thinking. These recommendations intend to collaborate with the discussions, on a teaching capable of generating critical reflection and better integration between the project and tectonic issues in the project and contribute to minimize the problem detected.