The importance of building practices in experimental sites in architecture and urbanism courses

• Autor(a) principal: Bessa, Sofia Araújo Lima
• Data de Publicação: 2021
• Outros Autores: Librelotto, Lisiane Ilha
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: PARC (Campinas)
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8660850
• topic: Canteiro experimental; Prática; Tecnologia de arquitetura; Experimental site; Practices; Architecture technology

The contrast between art and technique, the abstract and materiality, were not always present in the formation and exercise of architecture. Despite going back to the Renaissance period, this theme is still present in discussions about the know-how in architecture today, despite the reflections on the theme initiated with Sérgio Ferro and Vilanova Artigas. The objectives of this article are: i) to present the state of the art of the experimental sites in the Architecture and Urbanism courses that are active in Brazil; ii) discuss the efficiency and effectiveness of the experimental sites in this context; iii) to present two reports of practical experiences in architecture courses, and iv) to present and discuss the requirements that must be observed in search of the success of the activities in these sites. In the end, it can be seen that the visions converge so that the experimental site can be a place for the development of creative activities, differently from those developed in construction sites and traditional laboratories of civil construction materials. In activities on experimental sites, the result is not as important as learning. The most divergent points refer to the need to formalize the construction site in the respective courses in architecture and urbanism. Some put the activity in parallel with the architect's training, others as a complement, and some as a formal activity inserted in the curriculum. However, it can be understood that the experimental sites are efficient and effective spaces. They may be capable of fostering the development of creative and innovative activities and enabling the existence of more dialogical teacher-student relationships.