Projeto em equipe: reflexões sobre colaboração e conflito no processo de concepção arquitetônica

• Autor(a) principal: Mateus, Rafael Peres
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/25889
• topic: colaboração; cognição em projeto; equipe; conflito; processo de projeto; CNPQ::CIENCIAS SOCIAIS APLICADAS::ARQUITETURA E URBANISMO::PROJETO DE ARQUITETUTA E URBANISMO

In the last decades, collaboration in architecture design has been object of study due to being part of the designers’ routine. These investigations have intensified nowadays, with the advent of technological tools that enable high-speed data transmission and distance communication. In parallel, there is a consolidated theoretical consensus that points to the fact that conflicts are inevitably inserted within the context of human relations. Therefore, it becomes evident that there is a need to discuss strategies for a better understanding of collaboration and conflict management in architecture design teamwork, which would allow us to identify means that would facilitate collective performance in design. On the other hand, the domain of design cognition has revealed, especially since the 1990s, that the role of cognitive actions performed during design contributed to the understanding of processes related to the elaboration of ideas and acquisition of knowledge. Furthermore, this thesis questions the way in which designers interact socio-cognitively, from hypothesis on the impact caused by recognition of problem, individual or collective, in design teams. Through methodological procedures made up mainly of protocol analysis, it was possible to reflect on interactions between individuals, ways of dealing with conflicts and ideas conceived in the team’s design process. For this purpose, there were carried out observational studies with eighteen students of the last year of bachelor’s course in Architecture and Urban Design, forming six teams composed of three members each. These teams designed architecture designs according to pre-established constraints. The teams were arranged in two scenarios: first, there was an individual stage and then the participants were rearranged as a team; secondly, students designed only as a team. The design processes were monitored in laboratory through audio and video recordings and the results obtained reveal evidence of five interfering factors in the team design process: i. design problem; ii. social-cognitive interaction; iii. procedure adopted; iv. conflict management; v. ideas and thoughts. Based on this scientific investigation, the research contributes to contemporary debate about the teaching and practice of design teams on the Architecture field.