Ser e arquitetar com a geografia: possibilidades experimentadas na formação do arquiteto e urbanista

• Autor(a) principal: Ramos, Raquel de Albuquerque Franco
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/00130000031mf
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/12663
• topic: Pensamento geográfico; Formação inicial; Arquiteto e urbanista; Justiça espacial; Geographic thinking; Initial training; Architect and urban planner; Spatial justice; CIENCIAS HUMANAS::GEOGRAFIA

Developing projects with geographic theoretical-methodological contribution allows architects and urban planners to expand their way of conceiving spaces with autonomy/authorship using fairer, more democratic and equitable solutions socially, culturally and environmentally. The initial training of these professionals is marked by didactic-pedagogical weaknesses constituted by adversities linked to teaching practices most often based on teacher’s own convictions acquired during the performance in society; lack of theoretical-methodological problems capable of effectively assisting a projective authorship/autonomy with more justice and social relevance; as well as the lack of use of didactic tools that support a formative path that is able to broaden the analysis of the various spatial dimensions. In view of this fragility, this thesis deals with possibilities of initial training based on didactic theories capable of articulating thought and action in the construction of knowledge through Geography. For that end, the research was directed by questions such as: How is the practical process of architectural project conception affected in the face of adversities arising from its teaching? Does the curricular structure envisaged for the training of Architects and Urban Planners allow an understanding of Geography that leads to a broader spatial analysis? How could the theoretical-methodological bases of Geography be applied during the architectural project conception in order to allow critical reflection by its academic peers? In what way is geographic thinking able to assist in the formation of architects and urban planners to achieve authoral/autonomous project solutions and with spatial justice? Would geographic science articulated with architectural science be able to change the ways of seeing and being of these subjects in the urban space? From these questions, the analysis of methodologies for the development of geographic thinking to be applied to the process of elaborating projects by architects and urbanists in formation, in the 8th period at Instituição de Ensino Superior (IES) Uni-GOIÁS, was carried out through the elaboration of a didactic path and critical analysis of the school's urban spaces and a park. The methodology used was based on the contributions of Cavalcanti (2014, 2019) with contributions from Vygotsky (2001) and other authors, through a qualitative action-research that made use of research instruments such as class observations, questionnaires, rounds of conversation and interviews. The results of the research exceeded what was expected since the didactic approach adopted was able to help the conduction of the process of architectural project elaboration by the students in a critical way, with well-defined and well-connected phases in order to solve a common problem. The experiences that were provided during the process of architectural project elaboration were effective in demonstrating that the path to a professional performance with autonomy and authorship requires a dimensional understanding of space: the lived, the perceived and the conceived. This approach can be better conducted by including a critical analysis framework of spaces leading to a project synthesis with greater meaning for the various subjects who use urban spaces. Self-discovery during the process was for the students the safe way to achieve fair, democratic and equitable propositions. It was observed the adoption of a critical posture of the teaching practice better committed with citizen education to young architects and urban planners. Therefore, indeed the application of geographic thinking during the process of elaboration of projects by architects and urban planners in formation is capable of leading to an autonomous/authorial posture in the formulation of spatially fair solutions, influencing both the critical posture of the student and the teacher's performance.