El Proyecto Arquitectónico como síntesis operativa: una hipótesis programática
DOI:
https://doi.org/10.55555/IS.15.220Keywords:
Arquitectura, enseñanza-aprendizaje, Proyecto Arquitectónico.Abstract
Quien tiene a su cargo la enseñanza de la arquitectura considera varias maneras de participar en el aprendizaje, manipulando diversas herramientas pedagógicas para racionalizar y hacer más efectivo el proceso creativo de los estudiantes. Por ende, la asignatura Proyecto Arquitectónico debería convertirse en un proceso holístico y sistémico.El presente ensayo deriva de un proceso de reflexión acerca de la enseñanza de la arquitectura. Los conceptos aquí utilizados son consecuencia de la experimentación, discusión y aplicación de metodologías pedagógicas seleccionadas por el autor, con el fin de consolidar la creatividad aplicada por los estudiantes. El propósito es exponer las soluciones que se han considerado eficaces para la creación de un entorno intelectual que nutra la asignatura de Proyecto Arquitectónico, como síntesis operativa en la etapa final del grado. Dichas consideraciones forman parte del modelo educativo que se propone en el presente trabajo, el cual está estructurado en dos partes. En primera instancia se exponen las teorías pedagógicas y metodológicas aplicadas en la enseñanza de la Arquitectura que intentan respetar el proceso de aprendizaje del estudiante. Y en segundo lugar se formula la estructura de la asignatura PA, proponiendo métodos de evaluación efectivos y planteándola como una síntesis operativa en la enseñanza de la Arquitectura.Architectural projects as operative synthesis: a programmatic hypothesis Those responsible for the task of teaching architecture consider various ways of stimulating participation in learning through the use of diverse pedagogical tools in order to rationalize students’ creative processes and increase their efficacy. For this reason, the course entitled Architectural Projects should be conceived as a holistic and systemic process. This essay derives from a process of reflection on the teaching of architecture. The concepts utilized result from experimentation with, and the discussion and application of, pedagogical methodologies selected by the author in an effort to consolidate the creativity applied by students’. The proposal is to expound the solutions that have been deemed efficacious for creating an intellectual milieu that nourishes the course, as an operative synthesis in the latter stages of the study program. These considerations form part of the educational model that the essay proposes, which has a two-part structure: first, the elucidation of pedagogical and methodological theories applied in teaching architecture, which seek to respect students’ learning process; and, second, formulating the structure of the Architectural Project course itself by proposing effective methods of evaluation, and positing an operative synthesis for teaching architecture.Keywords: architecture, teaching-learning, Architectural ProjectReferences
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