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No. of bitstreams: 1 GiulianoOrsiMarquesDeCarvalho_TESE.pdf: 30193744 bytes, checksum: cd8fa4f527d92ca7511d46b5d7007ad0 (MD5) Previous issue date: 2016-08-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Essa tese investiga elementos que possam subsidiar o ensino de projeto nos primeiros semestres do curso de Arquitetura e Urbanismo (AU), entendendo o conhecimento pr?vio do alunado iniciante como potencial ponto de partida para o processo educativo nesse campo. Com base na problematiza??o de quest?es ligadas ao ensino em geral e ao ensino de AU em particular, pergunta-se: Como os conhecimentos pr?vios dos estudantes iniciantes (EIs), adquiridos por meio de suas experi?ncias (espaciais, principalmente), s?o trabalhados nas disciplinas iniciais do curso? Quais os enfoques mais apropriados para realizar essas leituras? Como o ensino de projeto pode tirar proveito dessas informa??es e incorpora-las ao processo de ensino-aprendizagem na ?rea? Dada a amplitude destas quest?es, assumimos o car?ter explorat?rio do estudo realizado, tomando como hip?teses de trabalho que: (i) os desenhos e textos produzidos pelo EI em AU refletem sua experi?ncia anterior, notadamente seu lugar de proced?ncia/viv?ncia cotidiana, e permitem investigar as singularidades de grupos/turmas; (ii) atualmente as ementas de disciplinas introdut?rias de projeto pouco contemplam tais singularidades; (iii) compreender as caracter?sticas/diversidade dos grupos/turmas a partir do conhecimento dos EIs pode funcionar como elemento did?tico para a forma??o na ?rea de AU. Portanto, o objetivo principal desta tese ? dar subs?dios para a constru??o de diretrizes para disciplinas de introdu??o ao ensino de projeto de arquitetura em cursos de AU. S?o objetivos espec?ficos: (i) entender como o estudo do conhecimento precedente dos EIs se insere nas ementas das disciplinas iniciais de projeto de cursos de AU brasileiros; (ii) compreender os olhares dos docentes de disciplinas iniciais de projeta??o sobre esse conhecimento; e (iii) investigar, a partir de an?lise de turmas iniciais de tr?s escolas brasileiras e uma portuguesa, poss?veis singularidades acerca dos conhecimentos pr?vios de EIs, por meio da compreens?o de sua origem, ambientes de viv?ncia, repert?rio e prefer?ncias arquitet?nicas. Al?m da revis?o bibliogr?fica nos campos do ensino de AU, da pedagogia e disciplinas suplementares, como psicologia ambiental, filosofia, sociologia e hist?ria, a tese se apoia na realiza??o de dois estudos emp?ricos aut?nomos. O primeiro investigou 54 cursos p?blicos de AU brasileiros a fim de identificar o tipo de conte?do trabalhado nas disciplinas de car?ter introdut?rio, as qualifica??es/perfis e opini?es dos docentes sobre o background dos EIs e a utiliza??o did?tica dessas informa??es. O segundo assumiu o formato de estudode- casos-m?ltiplos que investigou desenhos e textos elaborados pelos EIs em atelier, e foi realizado em quatro diferentes escolas de arquitetura: da Universidade de Lisboa (UL) e das Universidades Federais do Tocantins (UFT), do Rio Grande do Norte (UFRN) e de Juiz de Fora (UFJF). Os resultados obtidos comprovam parcialmente as hip?teses e d?o subs?dios iniciais para a constru??o de diretrizes pedag?gicas direcionadas ? promo??o da rela??o dial?gica entre o repert?rio trazido pelos alunos iniciantes e os conhecimentos que eles precisam dominar no come?o do curso de AU. / This thesis researches elements which can subsidize the teaching of design in the first semesters of Architecture and Urbanism (AU) course taking students? previous knowledge into account and it is understood as starting potential point to education process at this field front to the importance of encouraging background extension from beginner students (BS). Based upon this premise, from questions linked to general teaching and to teaching of AU in particular, there are the following questions: How students? previous knowledge, acquired throughout their own experiences (meanly spatial), are managed from initial subjects course? What are the most appropriate focuses to do these readings? How can the design teaching takes advantage from these information and incorporates them into the teaching-learning process? According to the extension of these questions, we assume that the exploratory way of this study, taking as work hypothesis that: (i) it is possible to investigate the existing singularities into groups of BS in AU, and they can be seen, meanly, by their perception from their places of living and their drafts/ texts done during this thesis; (ii) the design introductory subjects content nowadays do not behold (or behold just a little) such singularities; (iii) the contact to all this information can favor an adequate approach among students and professors. This way, our main goal is to subsidy the creation of guidelines of introductory subjects to design teaching of architecture at AU courses. As specifics goals: (i) to comprehend how the studying of BS previous knowledge insert themselves into the guidelines of introductory design subjects at Brazilian AU courses; (ii) to comprehend the professors point of view regarding to introductory design subjects; and (iii) to investigate BS previous knowledge from AU courses throughout the comprehension of their origin, living places, repertory and architectural preferences. In this context, this thesis methodologically supports itself into bibliographical review in the field of AU teaching, pedagogy and supplementary subjects such as environmental psychology, philosophy, sociology and history. Two autonomous studying were empirically done. The first one investigated 54 Brazilian AU public courses in order to identify relations among introductory design subjects, the qualification and profile of the professors and their opinion about BS background and the way to consider students? knowledge into subjects of design initiation. The second one assumed the format of a multiple case study and it was done with BS from four different AU courses, in which the understanding about their living places and some products (drafts and texts) were taken in four different architecture schools: University of Lisbon (UL), Tocantins Federal University (UFT), Rio Grande do Norte Federal University (UFRN) and Juiz de Fora Federal University (UFJF). The data collected show partially the hypotheses and give initial subsidies to the construction of pedagogical guidelines towards to promote a dialogue relation between the repertoire brought by beginner students and the knowledgment students need to master at the beginning of AU course.