Ensino de projeto: integração de conteúdos / Project teaching: integration of contents

Kátia Azevedo Teixeira

A reflection on the teaching of architecture and urban planning can be made, naturally, under different aspects. The premise of this work recognizes the existence of a hiatus among the several knowledge sources that integrate the architects formation, as well as the absence of a consistent structure connecting them. It is held as a working hypothesis that the current features of the teaching area, in particular that of architectural design teaching, in Brazil, is still precariously organized, remaining in the expectation of a synthesis to be accomplished mainly by the student. It is postulated that teaching should invest in the construction of some pedagogic structure which admits, also to itself, the responsibility of conceiving, implanting and guaranteeing the effective operation of a net of links among the contents that each course considers fundamental, centered in the project disciplines, the pedagogic place where those relationships should be priorly developed, considering that this may be a process of improvement which does not imply the exclusion of others. The argument is based on three main lines: it incorporates, on one side, concepts from the educational area, particularly those referring to the idea of a curriculum; it analyzes some causes that also collaborate to the permanence of the tension between the need of synthesis required by the architects activity, and the fragmentation of knowledge, intensified in the present context; finally, it verifies the existence of integration experiences, implanted and constituent of the coursesstructure, through a research of 91 architecture and urbanization courses, national and foreign, proceeding to an analysis of the strategies, means and procedures they embrace.

Ensino de projeto: integração de conteúdos / Project teaching: integration of contents

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