A interface do saber arquitetônico na FAURB/UFPel: análise metodológica em disciplinas iniciais de projeto de arquitetura na graduação

Abstract

The new pedagogical project of the Architecture and Urbanism course at the Federal University of Pelotas, beginning in 2016, defined the curricular activities and their syllabus, prioritizing the grouping of skills and abilities based on integration and interdisciplinarity. This work is characterized as a case study and its investigation focuses on the Architecture Design disciplines of the initial semesters of the course since it is from the first contact with these disciplines that students will begin to understand the functioning of the course program, and the basis of their professional training and social responsibility. From the three core disciplines present in the curriculum (the specific training core, the complementary training core, and the free or optional training core), the Architectural Design disciplines belong to the core of specific training and professional knowledge. The focus of the research is found in the disciplines of Architecture Design I, II and III. From the idea of integration inserted in the current curriculum, the main objective is to investigate the theoretical-practical methodologies of teaching and the didactics of the disciplines of architectural design belonging to the curriculum of the pedagogical project of the undergraduate course at FAURB/UFPEL, in search of understanding of how the articulation between these three disciplines and the curriculum occurs. In a qualitative analytical manner and with a theoretical-bibliographic basis, this work explores the definitions and concepts of disciplinary articulations, theory and practice, curricular issues, didactics, projects, teaching methods, and processes. Characterized as a case study and prioritizing the disciplines of Architecture Design at the beginning of the course, exploratorydescriptive analyzes of the curriculum, teaching plans, classes, and student productions of the disciplines Architecture Design I, Architecture Design II, and Architecture Design III. From the methodologies and analyzes of this work, it was possible to confirm the existence of greater integration and disciplinary relationships included in academic daily life and that these relationships not only depend on the syllabus, teaching methodologies, the approximation between theory and practice, didactics, contextualization, recontextualization, and synthesis of students but also depend on the disciplinary organization within the curriculum. This work aims to implement a reflection on the ways of approaching the teaching of architecture, with the intention that, in the future, strategies can be developed so that there is better integration between the disciplines and, in the scope of this study, cooperate with the of teaching and learning in Architecture and Urbanism, seeking to contribute to pedagogical methodologies for the construction and improvement of the teaching of architectural design disciplines and the curriculum.