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Roberto Eustaáquio dos Santoshttp://lattes.cnpq.br/5820491279373765Ana Paula Baltazar dos SantosAnja PratschkeMaria Gabriela Caffarena CelaniJosé Pinto DuarteRuy Marcelo de Oliveira Paulettihttp://lattes.cnpq.br/6910873135038220Marina Ferreira Borges2019-11-20T18:49:35Z2019-11-20T18:49:35Z2019-08-30http://hdl.handle.net/1843/31136O ensino de estruturas é um elemento chave para estimular os estudantes de arquitetura a pensar sobre as relações entre forma, materialidade e tectônica, levando a um ponto de convergência entre as disciplinas de projeto arquitetônico e engenharia estrutural, cuja falta de organicidade reflete e acentua a fragmentação entre o projeto e o canteiro. Os planos de ensino das disciplinas de estruturas enfatizam que seu objetivo nos cursos de arquitetura seria promover o diálogo entre arquitetos e engenheiros na prática de projetação por meio de uma linguagem comum. Mas, na prática docente, esse desejável diálogo entre as disciplinas de projeto arquitetônico e o ensino de estruturas está efetivamente acontecendo? Os modelos hoje existentes para ensinar estruturas são capazes de absorver as mudanças e possibilidades abertas pelas novas tecnologias e seu impacto na prática do projeto arquitetônico? A mudança de métodos de ensino seria suficiente para corrigir trajetórias nocivas dos mecanismos de produção e reprodução do campo? Partindo do pressuposto de que é preciso desenvolver um novo modelo educacional interdisciplinar que integre questões arquitetônicas, estruturais e digitais, propusemos a realização de disciplinas híbridas, experimentadas entre os anos de 2016 e 2018, nos cursos de arquitetura da UFMG e da PUC Minas. O modelo desenvolvido ao longo dessas disciplinas permitiu uma efetiva prática dialógica do projeto, possibilitando que os estudantes de arquitetura elaborassem novos sistemas de projetação por meio da construção de processos cooperativos entre arquitetos e engenheiros, interagindo com ferramentas computacionais de simulação do comportamento estrutural como forma de auxiliar na tomada de decisões em situações complexas de projeto.Structural education is a key element for stimulating architecture students to think about the relations between form, materiality and tectonics, leading to a point of convergence between the disciplines of architectural design and structural engineering, whose lack of organicity only accentuates the fragmentation between design and construction. The teaching plans of the disciplines of structures emphasize that the aim of these disciplines in the courses of architecture is to promote the dialogue between architects and engineers in the practice of design through a common language between them. But in teaching practice, is this desirable dialogue between architectural design disciplines and structural education effectively taking place? Can the existing models to teach structures absorb the changes and possibilities opened by new technologies and their impact on architectural design practice? Would changing teaching methods be enough to correct harmful traits of the field's production and reproduction mechanisms? To develop a new educational model that integrates architectural, structural and digital issues, we proposed the realization of hybrid disciplines, experimented between the years 2016 and 2018, in the architecture courses of UFMG and PUC Minas. The model developed among these disciplines allowed an effective dialogic practice of design, enabling architecture students to elaborate new project systems that encourage the construction of a collective practice of knowledge through cooperative processes between architects and engineers, interacting with computational tools of simulation of structural behavior as a way to assist in making decisions in complex design situations.porUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em Arquitetura e UrbanismoUFMGBrasilARQ - ESCOLA DE ARQUITETURAhttp://creativecommons.org/licenses/by-nc-nd/3.0/pt/info:eu-repo/semantics/openAccessArquitetura - Estudo e ensino - TesesArquitetura - Projetos e plantas - TesesProjeto arquitetônico - TesesEngenharia de estruturas - TesesArquitetura - Estudo e ensinoArquitetura - Projetos e plantasProjeto ArquitetônicoEngenharia de EstruturasConversas entre arquitetos e engenheiros no ensino de projetosConversations between architects and engineers in architectural design teachinginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALtese_conversas-entre-arquitetos-e-engenheiros-no-ensino-de-projeto_marinaborges_ufmg_npgau_2019.pdftese_conversas-entre-arquitetos-e-engenheiros-no-ensino-de-projeto_marinaborges_ufmg_npgau_2019.pdfapplication/pdf16934273https://repositorio.ufmg.br/bitstream/1843/31136/1/tese_conversas-entre-arquitetos-e-engenheiros-no-ensino-de-projeto_marinaborges_ufmg_npgau_2019.pdfdc5c2fd9aad8d05c97251e4104157365MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufmg.br/bitstream/1843/31136/2/license_rdfcfd6801dba008cb6adbd9838b81582abMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82119https://repositorio.ufmg.br/bitstream/1843/31136/3/license.txt34badce4be7e31e3adb4575ae96af679MD53TEXTtese_conversas-entre-arquitetos-e-engenheiros-no-ensino-de-projeto_marinaborges_ufmg_npgau_2019.pdf.txttese_conversas-entre-arquitetos-e-engenheiros-no-ensino-de-projeto_marinaborges_ufmg_npgau_2019.pdf.txtExtracted texttext/plain549899https://repositorio.ufmg.br/bitstream/1843/31136/4/tese_conversas-entre-arquitetos-e-engenheiros-no-ensino-de-projeto_marinaborges_ufmg_npgau_2019.pdf.txt026cd757eb79813034fa848d85e37744MD541843/311362019-11-21 03:26:57.483oai:repositorio.ufmg.br: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Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2019-11-21T06:26:57Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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