Ser e arquitetar com a geografia: possibilidades experimentadas na formação do arquiteto e urbanista
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2023-01-25
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Universidade Federal de Goiás
Resumo
Developing projects with geographic theoretical-methodological contribution allows architects
and urban planners to expand their way of conceiving spaces with autonomy/authorship using
fairer, more democratic and equitable solutions socially, culturally and environmentally. The
initial training of these professionals is marked by didactic-pedagogical weaknesses constituted
by adversities linked to teaching practices most often based on teacher’s own convictions
acquired during the performance in society; lack of theoretical-methodological problems capable
of effectively assisting a projective authorship/autonomy with more justice and social relevance;
as well as the lack of use of didactic tools that support a formative path that is able to broaden
the analysis of the various spatial dimensions. In view of this fragility, this thesis deals with
possibilities of initial training based on didactic theories capable of articulating thought and
action in the construction of knowledge through Geography. For that end, the research was
directed by questions such as: How is the practical process of architectural project conception
affected in the face of adversities arising from its teaching? Does the curricular structure
envisaged for the training of Architects and Urban Planners allow an understanding of
Geography that leads to a broader spatial analysis? How could the theoretical-methodological
bases of Geography be applied during the architectural project conception in order to allow
critical reflection by its academic peers? In what way is geographic thinking able to assist in the
formation of architects and urban planners to achieve authoral/autonomous project solutions
and with spatial justice? Would geographic science articulated with architectural science be able
to change the ways of seeing and being of these subjects in the urban space? From these
questions, the analysis of methodologies for the development of geographic thinking to be
applied to the process of elaborating projects by architects and urbanists in formation, in the
8th period at Instituição de Ensino Superior (IES) Uni-GOIÁS, was carried out through the
elaboration of a didactic path and critical analysis of the school's urban spaces and a park. The
methodology used was based on the contributions of Cavalcanti (2014, 2019) with contributions
from Vygotsky (2001) and other authors, through a qualitative action-research that made use
of research instruments such as class observations, questionnaires, rounds of conversation and
interviews. The results of the research exceeded what was expected since the didactic approach
adopted was able to help the conduction of the process of architectural project elaboration by
the students in a critical way, with well-defined and well-connected phases in order to solve a
common problem. The experiences that were provided during the process of architectural
project elaboration were effective in demonstrating that the path to a professional performance
with autonomy and authorship requires a dimensional understanding of space: the lived, the
perceived and the conceived. This approach can be better conducted by including a critical
analysis framework of spaces leading to a project synthesis with greater meaning for the various
subjects who use urban spaces. Self-discovery during the process was for the students the safe
way to achieve fair, democratic and equitable propositions. It was observed the adoption of a
critical posture of the teaching practice better committed with citizen education to young
architects and urban planners. Therefore, indeed the application of geographic thinking during
the process of elaboration of projects by architects and urban planners in formation is capable
of leading to an autonomous/authorial posture in the formulation of spatially fair solutions,
influencing both the critical posture of the student and the teacher's performance.
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CASTRO, R. A. F. R. Ser e arquitetar com a geografia: possibilidades experimentadas na formação do arquiteto e urbanista. 2023. 305 f. Tese (Doutorado em Geografia) - Universidade Federal de Goiás, Goiânia, 2023.