Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-08T22:48:30Z No. of bitstreams: 1 EunadiaSilvaCavalcante_TESE.pdf: 2685785 bytes, checksum: 4ced4c9ea318c28d7edc75fa38b84ea1 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-11T22:37:19Z (GMT) No. of bitstreams: 1 EunadiaSilvaCavalcante_TESE.pdf: 2685785 bytes, checksum: 4ced4c9ea318c28d7edc75fa38b84ea1 (MD5) / Made available in DSpace on 2016-04-11T22:37:19Z (GMT). No. of bitstreams: 1 EunadiaSilvaCavalcante_TESE.pdf: 2685785 bytes, checksum: 4ced4c9ea318c28d7edc75fa38b84ea1 (MD5) Previous issue date: 2015-02-02 / As mudan?as ocorridas no ensino de arquitetura nas universidades brasileiras, a partir dos anos 90, com a revaloriza??o do projeto de arquitetura como objeto de pesquisa e conhecimentos cient?ficos e, mais especificamente, a ado??o pelo Curso de Arquitetura e Urbanismo (CAU) da Universidade Federal do Rio Grande do Norte (UFRN) do princ?pio da integra??o de conte?dos das disciplinas, despertaram o interesse pela investiga??o das quest?es relacionadas ao processo projetual e ao ensino de projeto neste contexto. Passados 20 anos da sua implanta??o e reconhecida como sendo o grande avan?o em termos pedag?gicos no processo de ensino/aprendizagem, a integra??o no ?mbito do CAU/UFRN apresenta-se como o foco central desta investiga??o, que buscar? identificar as mudan?as ocorridas no ensino de projeto e o seu rebatimento nos projetos de arquitetura desenvolvidos pelos alunos em final de curso. De modo geral, entende-se que a necessidade de integrar conhecimentos de diversas ?reas ? pr?pria da atividade profissional do arquiteto que busca, atrav?s de um exerc?cio de s?ntese, apontar solu??es para as quest?es envolvidas em um projeto. Partindo da hip?tese de que a integra??o de conte?dos das disciplinas favorece o ensino/aprendizado de projeto de arquitetura, o que pode ser evidenciado nos Trabalhos Finais de Gradua??o, torna-se necess?rio compreender, ? luz das teorias da educa??o, como os princ?pios de organiza??o curricular, tais como interdisciplinaridade, pluridisciplinaridade, transdisciplinaridade e transversalidade, est?o relacionados com o termo integra??o, este sim, mais compreendido e disseminado entre os professores dos cursos de arquitetura. O objeto deste estudo ?, portanto, a rela??o entre a integra??o de conte?dos disciplinares e os projetos de arquitetura desenvolvidos pelos alunos no CAU-UFRN, no ?mbito dos Trabalhos Finais de Gradua??o (TFGs), conclu?dos no per?odo de vig?ncia do Projeto Projeto Pedag?gico A5 - a partir de 2003. A pesquisa tem por objetivo principal investigar em que medida a integra??o de conte?dos disciplinares repercute no desenvolvimento dos Trabalhos Finais de Gradua??o da UFRN, a partir da an?lise dos desenhos e textos dos projetos dos discentes e dos depoimentos dos professores orientadores e alunos concluintes. A an?lise dos dados coletados a partir do conte?do textual e gr?fico da amostra dos TFGs do CAU/UFRN sugere que os conte?dos das diversas ?reas do conhecimento s?o assimilados pelos alunos e utilizados como recursos para a concep??o e desenvolvimento de projetos de arquitetura. Ou seja, h? no produto final dos alunos o registro da integra??o de conte?dos, seja no discurso ou no desenho, reafirmando a import?ncia da converg?ncia de diversos saberes no projeto arquitet?nico. No entanto, a integra??o de conte?dos do ponto de vista da sua articula??o e operacionaliza??o, que envolve professores e alunos de um mesmo per?odo, tem como condi??o sine qua non para o sucesso deste princ?pio pedag?gico, a disposi??o destes para o trabalho em equipe, para a pr?tica dial?gica, que cria zonas de interse??o, n?o s? entre as disciplinas, mas tamb?m entre os saberes de cada um dos participantes. / The changes in the teaching of Architecture in Brazilian Universities, from the 1990s onwards, with the upgrading of the Architecture project as an object of research and scientific knowledge and more specifically, the adoption by the Architecture and Urbanism Course (CAU) from the Federal University of Rio Grande do Norte (UFRN) of the principle of content integration of the disciplines, aroused the interest in research on issues related to the Design process and the teaching of design in this context. After 20 years of its implementation and recognized as being a major step forward in teaching the teaching/learning process, the integration is the central focus of this research, which will seek to identify changes in the teaching design and its refutation in projects developed by students at the end of their course. In general, it is understood that the need to integrate knowledge from diverse areas of Architect?s professional activity, who seeks through an exercise of summary, identify solutions to the issues involved in a project. On the assumption that the integration of content of disciplines fosters the teaching/learning of Architecture project, which can be evident in the Final Course Assignment (FCA), it becomes necessary to understand, in the light of theories of education, such as the principles of curriculum organization, such as interdisciplinarity and multidisciplinarity, transdisciplinarity and transversality are related to the term integration, is more understood and disseminated among the professors of the Architecture courses. The object of this study is consequently the relationship between the integration of subject content and Architecture projects developed by students from CAU-UFRN, in the context of Final Graduation projects (FCAs) completed in the period of duration of the Teaching Project A5-from 2003. The study has the main objective of investigating to what extent the integration of disciplinary content affects the development of the Final Assignment of UFRN, from the analysis of drawings and texts of the projects of the learners and the testimonies of teachers and undergraduate students. From a methodological point of view, the research ?Architecture, Project and Knowledge Production: Academic Production ? FCAs, Thesis and dissertations in PA/Brazil? carried out by the PROJETAR/UFRN team has been adopted as the basis for the construction of the analytical instruments. In order to identify aspects of their experience by various actors which were not recorded in FCA, electronic forms were applied between teachers and students, through the internet. The integration of subject content based Teaching Project of CAU-UFRN institutionalises the interdisciplinarity, organizing the curriculum by thematic semesters, in which the disciplines work the same focus and at the same site. The integrated work which derives from there tries to articulate the content of each discipline of the period and represents a general practice and has been evaluated by teachers and students, and considered as a facilitator of the teaching/learning process. The analysis of the data collected from the textual content and graphic of the sample of FCAs of CAU-UFRN suggests that the content of the various areas of knowledge are assimilated by the student and used as a resource for the design and development of Architecture projects. In other words, there is in the end product of the students record of the integration of content, whether in speech or in drawing, reaffirming the importance of the convergence of various knowledge in the Architectonic project. However, the integration of content from the point of view of their articulation and operationalization, which involves teachers and students in the same period, has as a condition sine qua non for the success of this educational principle, the provision of these to work as part of a team, for the dialogic practice, which creates areas of intersection not only between disciplines, but between the knowledge of each of the participants.

Made available in DSpace on 2014-12-17T13:57:00Z (GMT). No. of bitstreams: 1 DanielFM_DISSERT.pdf: 3025691 bytes, checksum: 816ddeeb4f1f3fce1b28e8bc8c6920b1 (MD5) Previous issue date: 2009-12-04 / This research continues the current debate about the role of the images and the words in the architectural design persuasion, where we emphasize the increasing valuation of written documents (FORTY, 2004; MARKUS; CAMERON, 2002), the seduction for the graphical representation (DURAND, 2003) and the rhetorical effects of the graphical and textual resources (TOSTRUP, 1999). Based on these quarrels, we look for verify in the graduate final projects the relation between the design texts and images. From the PROJEDATA, database of the PROJETAR research group (UFRN), we selected the final projects of two brazilians universities, UFRN and USP, that in a first analysis, they had shown as ideal types of two distinct design presentation models, respectively: texts and drawings in separated documents, or combined in an only support. Based on Markus explanation about the function and the content of the texts, on the Durand perspective with regard to graphical representation uses and on Tostrup point of view concerning the rhetorical potential of texts and drawings, we analyze, in a set of 25 projects, how the students relate the textual and imagetical speeches. For this, we related the focus of each speech, in order to verify the possible coherence between both. We conclude that in the model of USP final project the coherence between the texts and the drawings is clearer than in the model adopted in UFRN / Esta pesquisa prossegue o debate atual sobre o papel das imagens e das palavras no convencimento do projeto arquitet?nico, em que se destacam a valoriza??o crescente dos documentos escritos (FORTY, 2004; MARKUS; CAMERON, 2002), a sedu??o pela representa??o gr?fica (DURAND, 2003) e os efeitos ret?ricos dos recursos gr?ficos e textuais (TOSTRUP, 1999). Com base nestas discuss?es, procuramos verificar nos Trabalhos Finais de Gradua??o (TFG) a rela??o entre os textos e as imagens do projeto. A partir do PROJEDATA, banco de dados do grupo de pesquisa PROJETAR (UFRN), selecionamos os TFGs de duas universidades brasileiras, UFRN e USP, que numa primeira an?lise se mostraram como tipos ideais de dois modelos distintos de apresenta??o do projeto, respectivamente: textos e desenhos em partes separadas, ou combinados num ?nico suporte. ? luz da explana??o de Markus sobre a fun??o e o objeto dos textos, da perspectiva de Durand quanto aos usos da representa??o gr?fica e do ponto de vista de Tostrup acerca do potencial ret?rico de textos e desenhos, analisamos, num conjunto de 25 trabalhos, como os alunos relacionam os discursos textuais e imag?ticos. Para isso, cotejamos os enfoques de cada discurso, a fim de verificar a poss?vel coer?ncia entre ambos. Conclu?mos assim que no modelo de TFG da USP a coer?ncia entre os textos e os desenhos ? mais clara que no modelo adotado na UFRN