Entre Gaudí e Gehry: reflexões sobre a estruturação de diretrizes didáticas nas áreas de representação e projeto de arquitetura.

Abstract

The contemporary architectural production, especially one that has relied on digital processes, has caused reflections on new ways of producing and teaching architecture. The apparent facilities provided by digital means of representation can, for example, induce the adoption of formal solutions using complex geometries. Buildings such as Gaudí's Sagrada Familia or the Ghergenheim Museum’s as Ghery are emblematic cases of the use of this type of geometry, both in their moments, innovating the ways of designing and producing architecture. These works are studied in formative contexts of architecture, especially in disciplines of geometry and representation, for delimiting important problems with these approaches. However, along with the initial educational processes for the design practice, there has been a lot of project teachers witnessing the detection of conflict and even the imposition of limits for the exercise with formal solutions that cover such types of architectures. In this context, this study sought to contribute to the elaboration of guidelines for the formation of didactic strategies that can contemplate in an integrated way the teaching discourses coming from the different areas implied to a greater understanding on the question of the insertion of the digital means of representation and the manipulation with geometries complex. To elaborate these ideas, used for the data crossing a special tool of the administration area, called SWOT analysis. This analysis distinguishes points of strength and weaknesses from the observed elements and compares them against the opportunity and threat factors that the environment offers. In the research of articles published in this area, the following elements were identified: the type of teaching approach given to the use and exploration of complex geometries in the academic environment, especially in the initial stages of formation, when there is investment in geometry for the design practice, its trends and results achieved; the collaboration of the teaching of geometry in the structuring of teaching / learning in the initial years of the academic formation; the type of didactic discourse in the restructuring of geometry training in relation to new technologies; the presence, together with didactic discourses, of guidelines for a reflection in the area of teaching of geometry and of graphic representation connected with the other areas of teaching and the contemporary tendencies of teaching and the very craft of architecture. By identifying these elements in the literature review, they begin to compose the environment of the teaching of geometry and graphic representation, where they are treated as opportunities or threats in the SWOT analysis matrix, which is proposed. In parallel, the elements gathered from the analysis of the geometric processes in the works of the Temple of the Sagrada Familia in Barcelona and the Guggenheim Museum in Bilbao are identified as strengths and weaknesses, composing the internal elements of the matrix in the same analysis. The data crossing between the components, strengths, weaknesses, opportunities and threats of the SWOT matrix point to the elaboration of guidelines that can support the discussions in this area. The discussion indicates to the valorization of the area of geometry as repertory and support in the development of new digital technologies in the field of architecture.