A iniciação em projeto de arquitetura: um estudo com docentes e discentes em três escolas no Brasil e uma em Portugal
This thesis researches elements which can subsidize the teaching of design in the first semesters of Architecture and Urbanism (AU) course taking students’ previous knowledge into account and it is understood as starting potential point to education process at this field front to the importance o...
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| Formato: | doctoralThesis |
| Idioma: | por |
| Publicado em: |
Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/22693 |
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| Resumo: | This thesis researches elements which can subsidize the teaching of design in the first
semesters of Architecture and Urbanism (AU) course taking students’ previous knowledge
into account and it is understood as starting potential point to education process at this field
front to the importance of encouraging background extension from beginner students (BS).
Based upon this premise, from questions linked to general teaching and to teaching of AU in
particular, there are the following questions: How students’ previous knowledge, acquired
throughout their own experiences (meanly spatial), are managed from initial subjects course?
What are the most appropriate focuses to do these readings? How can the design teaching
takes advantage from these information and incorporates them into the teaching-learning
process? According to the extension of these questions, we assume that the exploratory way
of this study, taking as work hypothesis that: (i) it is possible to investigate the existing
singularities into groups of BS in AU, and they can be seen, meanly, by their perception from
their places of living and their drafts/ texts done during this thesis; (ii) the design introductory
subjects content nowadays do not behold (or behold just a little) such singularities; (iii) the
contact to all this information can favor an adequate approach among students and professors.
This way, our main goal is to subsidy the creation of guidelines of introductory subjects to
design teaching of architecture at AU courses. As specifics goals: (i) to comprehend how the
studying of BS previous knowledge insert themselves into the guidelines of introductory
design subjects at Brazilian AU courses; (ii) to comprehend the professors point of view
regarding to introductory design subjects; and (iii) to investigate BS previous knowledge from
AU courses throughout the comprehension of their origin, living places, repertory and
architectural preferences. In this context, this thesis methodologically supports itself into
bibliographical review in the field of AU teaching, pedagogy and supplementary subjects such
as environmental psychology, philosophy, sociology and history. Two autonomous studying
were empirically done. The first one investigated 54 Brazilian AU public courses in order to
identify relations among introductory design subjects, the qualification and profile of the
professors and their opinion about BS background and the way to consider students’
knowledge into subjects of design initiation. The second one assumed the format of a multiple
case study and it was done with BS from four different AU courses, in which the
understanding about their living places and some products (drafts and texts) were taken in
four different architecture schools: University of Lisbon (UL), Tocantins Federal University
(UFT), Rio Grande do Norte Federal University (UFRN) and Juiz de Fora Federal University
(UFJF). The data collected show partially the hypotheses and give initial subsidies to the
construction of pedagogical guidelines towards to promote a dialogue relation between the
repertoire brought by beginner students and the knowledgment students need to master at the
beginning of AU course. |
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