Atribuição de metadados como exercício de metacognição para a ação projetual de arquitetura

Abstract

The activity of metadata assignment for the cataloging of an architectural design demands, more than time, a process of reflection about the production of architecture. Thus, in this activity seeks a didactic strategy for teaching/learning architectural design, which is interpreted as a mechanism of meta-cognition. Exercises are promoted in which the students of architecture reflect about their own production of designs, assigning key words to characterize them, initially without structured references for this characterization but later establishing a taxonomy of available architectural domain. The results point to the validation of the strategy, demonstrating the potential of the exercise.