A Faculdade de Arquitetura e Urbanismo de São Paulo foi ambiente disseminador de uma série de princípios éticos e estéticos referenciados na responsabilidade social do arquiteto, tendo a figura do mestre João Batista Vilanova Artigas, como eixo difusor e grande condutor destes ideais nas décadas de 50 e 60. O arquiteto Jorge Caron (1936/2000) respondeu ao perfil do arquiteto completo idealizado por este grupo da FAU-USP, atuando como arquiteto e urbanista, educador, paisagista, designer, cenógrafo, cineasta e agitador cultural. Sem dúvida alguma foi personagem de fundamental importância, tendo trabalhado intensamente no campo constitutivo deste rico ambiente de luta pela formação cultural do país. Trata-se do desenho inédito de uma trajetória profissional, executado a partir do resgate e do estudo sistematizado das propostas de Jorge Caron. Seu percurso é entendido através da identificação dos interlocutores, dos conflitos e diálogos estabelecidos nesse panorama, com o intuito de revelar escolhas e estratégias traduzidas também na sua arquitetura. / During the years of 1950 and 1960, the Faculty of Architecture and Urban Planning of Sao Paulo (FAU-USP) had been a center of ethics and esthetics principles, guided by the master João Batista Vilanova Artigas, architect and urban planner known as a diffuser, an important professor and great leader of the modern movement in Brazil. The architect Jorge Caron (1936/2000) represented the second generation of the modern architect idealized by this group from FAU-USP. He worked as an architect and urban planner, educator, landscape worker, designer, scenographist, movie director and cultural producer. He was indoubtly an important professional, having worked intensely for developing a national culture. In this work, we analyze Jorge Caron professional carrier based on the recovery and the systematic study of his proposals. We identify the interlocutors, the conflicts and dialogs established in this context, aiming to reveal the choices and strategies also translated in his architecture.

On the threshold of the 21st century (in the 1990s), public organizations of European and other countries focused their attention on the problems, the solution of which could help improve standards of living in the cities and towns. Theoretical propositions about the citizens’ right to protection from aggression, environmental pollution and aggressive urban environment as well as the rights to shelter, health care, cultural life, mobility, democratic control of authorities and participation in the development of democratic principles have been analyzed in the great number of documents and in this investigation from various perspectives. The aim is to describe the process of society participation in the development of urban architecture showing the main trends, principles and methods, and to optimize, rationalize the process of developing urban architecture on the principles of sustainable development.

A Faculdade de Arquitetura e Urbanismo de São Paulo foi ambiente disseminador de uma série de princípios éticos e estéticos referenciados na responsabilidade social do arquiteto, tendo a figura do mestre João Batista Vilanova Artigas, como eixo difusor e grande condutor destes ideais nas décadas de 50 e 60. O arquiteto Jorge Caron (1936/2000) respondeu ao perfil do arquiteto completo idealizado por este grupo da FAU-USP, atuando como arquiteto e urbanista, educador, paisagista, designer, cenógrafo, cineasta e agitador cultural. Sem dúvida alguma foi personagem de fundamental importância, tendo trabalhado intensamente no campo constitutivo deste rico ambiente de luta pela formação cultural do país. Trata-se do desenho inédito de uma trajetória profissional, executado a partir do resgate e do estudo sistematizado das propostas de Jorge Caron. Seu percurso é entendido através da identificação dos interlocutores, dos conflitos e diálogos estabelecidos nesse panorama, com o intuito de revelar escolhas e estratégias traduzidas também na sua arquitetura. / During the years of 1950 and 1960, the Faculty of Architecture and Urban Planning of Sao Paulo (FAU-USP) had been a center of ethics and esthetics principles, guided by the master João Batista Vilanova Artigas, architect and urban planner known as a diffuser, an important professor and great leader of the modern movement in Brazil. The architect Jorge Caron (1936/2000) represented the second generation of the modern architect idealized by this group from FAU-USP. He worked as an architect and urban planner, educator, landscape worker, designer, scenographist, movie director and cultural producer. He was indoubtly an important professional, having worked intensely for developing a national culture. In this work, we analyze Jorge Caron professional carrier based on the recovery and the systematic study of his proposals. We identify the interlocutors, the conflicts and dialogs established in this context, aiming to reveal the choices and strategies also translated in his architecture.

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Tomando como objeto de estudo os produtos e processos do Trabalho Final de Graduação (TFG) nos cursos de arquitetura e urbanismo, este trabalho evidencia e discute as dimensões didático-pedagógicas envolvidas, em especial nos processos de projeto. Aborda os princípios e valores dos campos arquitetônico e educacional que, atrelados aos critérios de qualificação e de excelência considerados, circulam no âmbito do TFG e, de modo amplo, na formação do arquiteto e urbanista. Discute, ainda, os referenciais a partir dos quais se operam as tomadas de decisões dos estudantes, expondo direcionamentos importantes do ensino-aprendizagem em arquitetura e urbanismo no contexto contemporâneo. Trata-se de investigação qualitativa, envolvendo ex-alunos e professores de seis instituições de ensino de arquitetura e urbanismo das cidades de São Paulo e de Belo Horizonte, abordando o objeto de estudo a partir de referenciais teóricos dos campos da educação e da arquitetura e urbanismo, sob a ótica da sociologia da cultura e da sociologia da educação. A pesquisa indica que, como fato didático-pedagógico, o TFG é um dos momentos de mais intensa aprendizagem nos cursos, devido ao seu potencial de integração disciplinar; à grande autonomia conferida ao estudante que é, de fato, o protagonista dos processos; às relações professor-aluno estabelecidas a partir dessa autonomia; e às metodologias de problematização contínua que predominantemente embasam os processos didático-pedagógicos e projetuais envolvidos. Contudo, apesar da perspectiva crítico-reflexiva dessas metodologias, os princípios e valores que circulam pelos processos seguem hegemonicamente atrelados a práticas e pensamentos associados à arquitetura moderna, em especial aos ideais de racionalidade, de funcionalidade, de arquitetura-arte e à noção do arquiteto-criador, em visões universalizantes e deterministas. Como fato sociológico, o TFG evidencia o ensino-aprendizagem em arquitetura e urbanismo, em especial na área de projeto, como espaço de produção/reprodução de pensamentos e modos operacionais que de longa data marcam a profissão e suas formas no imaginário social. Pouco abertos à diversidade, à heterogeneidade, contemplam possibilidades limitadas de ação profissional do arquiteto e urbanista, sobretudo diante de demandas e condicionantes do contexto brasileiro contemporâneo. / This work shows and discusses didactic and pedagogical dimensions of the Undergraduate Final Work (TFG) of some Brazilian courses in architecture and urbanism, especially studying the process of design. Products and processes of TFG are taken as an object of study, in order to discuss principles and values of the architectural and educational field which, linked to qualification criteria of excellence considered, are present on the TFG and, broadly, in the formation of the architect and the urban planner. Also, this work aims to discuss the frameworks from which students make their decisions, showing important guidelines for teaching and learning of architecture and urbanism in the contemporary context. This is a qualitative research, with former students and teachers in six courses in architecture and urbanism of the cities of São Paulo and Belo Horizonte. The object of study is here approached from the theoretical fields of education, architecture and urbanism, under the perspective of the sociology of culture and the sociology of education. Research indicates that the TFG is one of the most intense moments of learning in courses. This is due to its potential for disciplinary integration and to the greater autonomy given to the student who is, in fact, the protagonist of the processes. This is also due to the teacher-student relationship established from this autonomy and to the methodologies underlying the continuous questioning of the processes, both didactic and pedagogical as project methodologies. However, despite the critical and reflective view of these methodologies, principles and values that circulate through the processes remain connected to the practices and thoughts associated with Modern architecture, particularly the ideals of rationality, functionality and architecture\'s artistry and the notion of the architect creator, with universal and deterministic views. Also, the TFG shows the teaching and learning in architecture and urbanism, especially in the project area, as a place of production and reproduction of thoughts and modes of operation that have long marked the profession in the social imaginary. Such thoughts and modes of operation do not consider the diversity and heterogeneity and, indeed, they give the architect and urbanist limited scope for professional action, especially in the face of demands and constraints of contemporary Brazilian context.

Tomando como objeto de estudo os produtos e processos do Trabalho Final de Graduação (TFG) nos cursos de arquitetura e urbanismo, este trabalho evidencia e discute as dimensões didático-pedagógicas envolvidas, em especial nos processos de projeto. Aborda os princípios e valores dos campos arquitetônico e educacional que, atrelados aos critérios de qualificação e de excelência considerados, circulam no âmbito do TFG e, de modo amplo, na formação do arquiteto e urbanista. Discute, ainda, os referenciais a partir dos quais se operam as tomadas de decisões dos estudantes, expondo direcionamentos importantes do ensino-aprendizagem em arquitetura e urbanismo no contexto contemporâneo. Trata-se de investigação qualitativa, envolvendo ex-alunos e professores de seis instituições de ensino de arquitetura e urbanismo das cidades de São Paulo e de Belo Horizonte, abordando o objeto de estudo a partir de referenciais teóricos dos campos da educação e da arquitetura e urbanismo, sob a ótica da sociologia da cultura e da sociologia da educação. A pesquisa indica que, como fato didático-pedagógico, o TFG é um dos momentos de mais intensa aprendizagem nos cursos, devido ao seu potencial de integração disciplinar; à grande autonomia conferida ao estudante que é, de fato, o protagonista dos processos; às relações professor-aluno estabelecidas a partir dessa autonomia; e às metodologias de problematização contínua que predominantemente embasam os processos didático-pedagógicos e projetuais envolvidos. Contudo, apesar da perspectiva crítico-reflexiva dessas metodologias, os princípios e valores que circulam pelos processos seguem hegemonicamente atrelados a práticas e pensamentos associados à arquitetura moderna, em especial aos ideais de racionalidade, de funcionalidade, de arquitetura-arte e à noção do arquiteto-criador, em visões universalizantes e deterministas. Como fato sociológico, o TFG evidencia o ensino-aprendizagem em arquitetura e urbanismo, em especial na área de projeto, como espaço de produção/reprodução de pensamentos e modos operacionais que de longa data marcam a profissão e suas formas no imaginário social. Pouco abertos à diversidade, à heterogeneidade, contemplam possibilidades limitadas de ação profissional do arquiteto e urbanista, sobretudo diante de demandas e condicionantes do contexto brasileiro contemporâneo. / This work shows and discusses didactic and pedagogical dimensions of the Undergraduate Final Work (TFG) of some Brazilian courses in architecture and urbanism, especially studying the process of design. Products and processes of TFG are taken as an object of study, in order to discuss principles and values of the architectural and educational field which, linked to qualification criteria of excellence considered, are present on the TFG and, broadly, in the formation of the architect and the urban planner. Also, this work aims to discuss the frameworks from which students make their decisions, showing important guidelines for teaching and learning of architecture and urbanism in the contemporary context. This is a qualitative research, with former students and teachers in six courses in architecture and urbanism of the cities of São Paulo and Belo Horizonte. The object of study is here approached from the theoretical fields of education, architecture and urbanism, under the perspective of the sociology of culture and the sociology of education. Research indicates that the TFG is one of the most intense moments of learning in courses. This is due to its potential for disciplinary integration and to the greater autonomy given to the student who is, in fact, the protagonist of the processes. This is also due to the teacher-student relationship established from this autonomy and to the methodologies underlying the continuous questioning of the processes, both didactic and pedagogical as project methodologies. However, despite the critical and reflective view of these methodologies, principles and values that circulate through the processes remain connected to the practices and thoughts associated with Modern architecture, particularly the ideals of rationality, functionality and architecture\'s artistry and the notion of the architect creator, with universal and deterministic views. Also, the TFG shows the teaching and learning in architecture and urbanism, especially in the project area, as a place of production and reproduction of thoughts and modes of operation that have long marked the profession in the social imaginary. Such thoughts and modes of operation do not consider the diversity and heterogeneity and, indeed, they give the architect and urbanist limited scope for professional action, especially in the face of demands and constraints of contemporary Brazilian context.

A tese investiga o ensino de arquitetura e urbanismo no Brasil, enfatizando a experimentação prática e as possíveis aplicações nos seus contextos locais. Apresenta como estas atividades têm sido desenvolvidas no curso de Arquitetura e Urbanismo da Universidade Tecnológica Federal do Paraná (UTFPR), e como a história de 108 anos da instituição, ligadas ao ensino tecnológico, influenciam as bases pedagógicas do curso. Apresenta também uma proposta para melhoria da qualidade de vida nas universidades, aplicada à UTFPR. Examina doze novos cursos de Arquitetura e Urbanismo das Instituições Federais no Brasil, com o máximo de dez anos (2006-2016), apresentando a forma como estes cursos, integrados com as comunidades locais, vêm contribuindo para o ensino. Organiza duas descrições históricas, uma referente à evolução dos cursos no Brasil, culminando em uma base cadastral dos mesmos, a qual mostra uma análise pouco positiva referente às avaliações dos cursos. Outra, refere-se aos aspectos pedagógicos gerais e aplicados ao ensino de arquitetura e urbanismo, os quais apontam para novas formas de pedagogias mais abertas, e a importância do Canteiro Experimental como eixo estruturante nos cursos. Diante destas constatações, as quais indicam a necessidade da mudança de paradigmas no ensino superior no Brasil, são propostos conceitos norteadores que podem contribuir para novos caminhos em busca da excelência na formação profissional do arquiteto e urbanista. / The present thesis investigates how Archicture and Urban Planning is taught in Brasil, emphasizing the practical experimentation and possible applications in its local contexts. It presents how these activities have been developed in the Undergraduate course of Architecture and Urban Planning at Federal Technological University of Paraná (UTFPR) and how 108 years of history , together whit technological teaching, have influenced the pedagogical bases of the course. In addition, it presents a project to improve the quality of life in the universities, applied to UTFPR. It searches twelve new undergraduate programs of Architecture and Urban Planning at Federal Institutions in Brazil, ten-years old maximum (2006-2016), showing how these courses, integrated whit local comunnities, have been contributing to education. This research organizes two historical descriptions. One about the evolution of the courses in Brazil - that culminates in a data base that shows a not very positive analysis of those courses evaluation. Furthermore, it refers to the general pedagogical aspects and its application to the teaching of Architecture and Urban Planning, which point to new kinds of more open pegagogies, and the importance of the Experimental Construction as a structuring axis in the courses. Considering these findings, which indicate the need of a paradigm shift in higher education in Brazil, guiding concepts are proposed that may contribute to new paths in the search of excellence in the professional training of the Architect and Urban Planner.

A tese investiga o ensino de arquitetura e urbanismo no Brasil, enfatizando a experimentação prática e as possíveis aplicações nos seus contextos locais. Apresenta como estas atividades têm sido desenvolvidas no curso de Arquitetura e Urbanismo da Universidade Tecnológica Federal do Paraná (UTFPR), e como a história de 108 anos da instituição, ligadas ao ensino tecnológico, influenciam as bases pedagógicas do curso. Apresenta também uma proposta para melhoria da qualidade de vida nas universidades, aplicada à UTFPR. Examina doze novos cursos de Arquitetura e Urbanismo das Instituições Federais no Brasil, com o máximo de dez anos (2006-2016), apresentando a forma como estes cursos, integrados com as comunidades locais, vêm contribuindo para o ensino. Organiza duas descrições históricas, uma referente à evolução dos cursos no Brasil, culminando em uma base cadastral dos mesmos, a qual mostra uma análise pouco positiva referente às avaliações dos cursos. Outra, refere-se aos aspectos pedagógicos gerais e aplicados ao ensino de arquitetura e urbanismo, os quais apontam para novas formas de pedagogias mais abertas, e a importância do Canteiro Experimental como eixo estruturante nos cursos. Diante destas constatações, as quais indicam a necessidade da mudança de paradigmas no ensino superior no Brasil, são propostos conceitos norteadores que podem contribuir para novos caminhos em busca da excelência na formação profissional do arquiteto e urbanista. / The present thesis investigates how Archicture and Urban Planning is taught in Brasil, emphasizing the practical experimentation and possible applications in its local contexts. It presents how these activities have been developed in the Undergraduate course of Architecture and Urban Planning at Federal Technological University of Paraná (UTFPR) and how 108 years of history , together whit technological teaching, have influenced the pedagogical bases of the course. In addition, it presents a project to improve the quality of life in the universities, applied to UTFPR. It searches twelve new undergraduate programs of Architecture and Urban Planning at Federal Institutions in Brazil, ten-years old maximum (2006-2016), showing how these courses, integrated whit local comunnities, have been contributing to education. This research organizes two historical descriptions. One about the evolution of the courses in Brazil - that culminates in a data base that shows a not very positive analysis of those courses evaluation. Furthermore, it refers to the general pedagogical aspects and its application to the teaching of Architecture and Urban Planning, which point to new kinds of more open pegagogies, and the importance of the Experimental Construction as a structuring axis in the courses. Considering these findings, which indicate the need of a paradigm shift in higher education in Brazil, guiding concepts are proposed that may contribute to new paths in the search of excellence in the professional training of the Architect and Urban Planner.

The dissertation explores the history and activities of the Brno-located Town and Country Planning Department of The Research Institute for Building and Architecture (RIBA) since its foundation in 1954 until its abolishment in 1994. As a part of the department functioning, a description of its main research tasks and publications, which had played an essential part while formulating theory and methodology of urban planning after the 2nd World War in Czechoslovakia, are introduced. Special attention is paid to tasks and publications whose authors and research workers applied interdisciplinary approaches and – in spite of the prevailing totalitarian regime – managed to apply their experience acquired abroad to produce highly influential works such as The Principles and Rules of Spatial Planning. Another objective of the dissertation is the creation of a complex bibliography of texts that were produced by the department (books, reports on the outcomes of research tasks that had been explored at the Town and Country Planning Department and that were released internally as handbooks serving research workers of the institute and other institutions focusing on building and architecture). Depictions of the Brno department of RIBA from the perspective of two of its significant representatives who have outlived the institution they had witnessed to be founded and to the functioning of which they had significantly contributed, become a key part of the text: Ing. arch. Vladimír Matoušek, CSc., the second head of the Town and Country Planning Department of RIBA and Ing. arch. Dušan Riedl, CSc., a theoretician of architecture and urban planning and a top expert on Czech national herritage. As the topic has not yet been subjected to scholarly research, the main objective of the work is to create the very first complex text on the Brno department of RIBA and its activities. The circumstances surrounding the constitution of RIBA in the context of other similarly functioning research institutes are pursued with a special focus on the fields of building, architecture and urban planning as well as legislative embedding of its foundation and functioning, its organization structure, staff, definition of taskmasters and the way the tasks were approached, relations to other institutions in the field, publishing activities and transfer of theoretical research outcomes to practice. The text also deals with the state of present-day research of architecture and urban planning. Archive material and publications released by the institute represent a predominant source of information about RIBA activities. They are now stored at the archive of ABF Foundation in Prague (the foundation has been administering both the archive and library of the Prague department of RIBA since its abolishment), at the library of The Institute for Spatial Development in Brno (the institute administers the library of the former Brno department) and at the Moravian Land Archive in Brno. Both of the archives have been thoroughly researched by the author. Critical reflections upon the urban-planning department of RIBA occurring in contemporary publications and periodicals are another important source of information which help to specify the character of its activities (recent literature mentions RIBA scarcely, a complex evaluation is still missing). Oral history reported by former employees of RIBA, who had contributed to the first-rate quality of its research activities.