A concepção estrutural no processo de aprendizagem do projeto de arquitetura: uma análise a partir de duas experiências de ensino de projeto (UFRN e UFPE)
This research investigates the teaching/learning of structural design in the process of teaching architectural design. It considers the premise according to which the structure type definition (shape, local support, as well as other features) are defined by the architect. These aspects need to be...
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| Formato: | Dissertação |
| Idioma: | por |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/21677 |
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| Resumo: | This research investigates the teaching/learning of structural design in the
process of teaching architectural design. It considers the premise according to which
the structure type definition (shape, local support, as well as other features) are defined
by the architect. These aspects need to be considered since the initial phases of the
project, when preliminary studies are made, because the structural system of building
heavily interferes in it’s the spatial configuration. Considering the training of
professionals, there is a gap between structural systems education and design
learning, which difficulties the consideration of the structure on the architectural design
and fails to fully prepare the students, who will need to deal with the structural design
in their professional life. Improving the way architecture is taught is already a recurring
theme in the academic world. However, few studies explore structure conception as
an acting element in the designing process. Therefore, this work aims to identify how
the structural design happens in the architectural design learning process, based on
the analysis of two architectural disciplines in the programs of Architecture and
Urbanism of the Federal University of Rio Grande do Norte (UFRN) and the Federal
University of Pernambuco (UFPE). It also aims to suggest enhancements to the
methodological proposals for education in the analyzed disciplines in order to
contribute to the progress of architecture teaching and to the development of aspiring
architects’ skills and structural knowledge. First, it presents other studies that deal with
the relations between structure and architecture, as well as the way those two are
taught and practiced in all stages of design. For each case studied, a brief background
was laid, then an in depth analysis of the current curriculum framework was made. The
analysis of the discipline in each university was based on data collected by survey,
observation in the classroom and student’s projects. Finally, it is expected that the
results, discussions and suggestions outlined by the end of this work come to
contribute to improve teaching and learning in the field. |
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