Raciocínio construtivo, criatividade e ensino-aprendizado em projeto de Arquitetura

• Autor(a) principal: Ramon Paes Guimarães
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: http://hdl.handle.net/1843/30630
• topic: Arquitetura; Projeto; Construção; Criatividade; Ensino-aprendizado

Based on the understanding that architectural objects arise to solve problems in terms of needs, desires and demands in relation to the use, occupation and perception of space and that shape and construction are two inseparable aspects in these solutions, fragmentation and distance in the approach of these two aspects in the development of the project, the moment for planning the solutions, are understood here as relevant problems for the field, with implications in terms of coherence, consistency and creativity of solutions. Also considering that the project approaches are based on the way of thinking, the research is directed to didactic teaching-learning practices, especially to the project exercises, moments of development of the critical capacity and the skills to practice problem solving in architecture. The present thesis thus presents an investigation on the relations and the influence of the stimulus to the constructive reasoning in the creativity of students in six exercises of architecture project, following the whole process of verifiable development of the projects by the students. The projects developed were put to the evaluation of the level of creativity according to the opinion of the field, through the application of the Consensual Assessment Technique - CAT with professional architects. The development process, mainly in terms of the type of constructive reasoning, level of commitment and time were confronted with the results of creativity. In addition to the products developed - the projects -, evidences were also sought in the development of creative manifestations treated as directly related to constructive reasoning. Among the verified results, it is highlighted the significant evidence of a relationship between the deepening of the constructive approaches and the increase of the level of creativity identifiable by the field, besides the manifestations of creativity derived from the constructive reasoning for adjustments and improvement of pre-established shapes.