Tese
O lugar da poética na docência de projeto nos cursos de Arquitetura e Urbanismo: imaginário social e educação
Fecha
2021-02-01Autor
Alberton, Josicler Orbem
Institución
Resumen
The formation process of the architect and urban planner in professor,
teaching professional, is the reason for this thesis which was developed
by the Graduate Program in Education at the Federal University of Santa
Maria (UFSM). The objective of the research was to investigate which are
the poetic spaces of teaching in project in the Architecture and Urbanism
courses based on the Social Imaginary (CASTORIADIS, 1982) and
Philosophical Hermeneutics (GADAMER, 2015). For this, a dialogue was
established with architects-teachers in order to produce narratives,
verbal and visual, on subjects such as project teaching / learning,
poetics and teaching. The methodology brought the image, in its active
and mobilizing condition (BACHELARD, 2016 and 2008), and the ethical
/ aesthetic experience (HERMANN, 2010) to the center of the discussions
on teacher education (FERRY, 1997). Based on the concept of game
brought by Gadamer (2015), a method entitled -Game S.I.S.M.O -
Imaginary Meanings in Motion - was designed specifically for the
research of this thesis. The interpretations of the narratives corroborated
the resumption of the cultural tradition of Architecture, pointing out the
spatializations - constructed or represented in projects - as locus of the
knowledge processes within the area. It was possible to identify those
who derive from the University's democratization process as instituting
imaginary. This context mobilizes complexities and contributes to the
enhancement of the teaching profession, as it highlights the role of the
architect-teacher as an active agent in social transformations. The
reflections, based on the symbolic universe, start from the assumption
that Architecture must be focused on the well-being of all and, in this
perspective, all experiences matter for the construction of knowledge,
science and for human formation. The results show that the poetic
dimension can potentiate the process of formation of the architectteacher
and that there is a diversity of poetic spaces in the teaching of
design, inside and outside the Architecture and Urbanism Courses.
However, the specificities of each area of knowledge and the importance
of the role of educational institutions in teacher education processes
must be considered because teaching, as well as the project in
architecture, it is constituted in the collective. Finally, the method used to
construct the narratives - the S.I.S.M.O Game - product generated by the
thesis, mobilized the personal and professional dimensions, in
discussions with the architect-teacher about teaching, and can be
adapted to other training contexts.