[pt] O presente escrito parte da desconfiança com relação à crítica maniqueísta apresentada por Hal Foster no livro O Complexo arte-arquitetura. Sua argumentação baseia-se na oposição entre a tríade experiência fenomenológica, virtualidade imagética e atuação conceitual. Com isso, há uma moralista redução dessas questões que resulta na condenação de diversas práticas arquitetônicas contemporâneas e na legitimação do fazer artístico de Richard Serra. Para Foster, a arquitetura estaria fadada à potencialização da vigente lógica neoliberal, posicionando assim o artista americano como única possibilidade de resistência a ela. Nesta dissertação, a atuação do artista brasileiro Cildo Meireles é tomada como transgressora à lógica fosteriana. Ao complexificar as relações entre mente-corpo-imagem em suas abordagens artísticas, Meireles não permite ser facilmente categorizado. Sendo assim, suas obras de arte servem de auxílio para desvelar que, apesar de aderir às lógicas capitalistas, parte da arquitetura contemporânea também pode apresentar aspectos transgressores. O escritório Herzog e de Meuron é eleito para ser aqui analisado a partir da suposição de que sua trajetória não se resume ao recorte estabelecido no livro citado acima. Justamente porque cada projeto dos suíços tem particularidades muito fortes é que parece difícil falar de sua totalidade sem que haja um enorme reducionismo. Isso leva esta pesquisa ao estudo de um de seus intrigantes edifícios: o Schaulager. Há, então, a suspeita de que este opere no que se denomina aqui como a condição de entre, estabelecida pelo emaranhar da atuação desviante de Cildo Meireles com a arquitetura digital contemporânea. / [en] The present work starts from the distrust regarding the manichean criticism presented by Hal Foster in the book The art-architecture Complex. His argument is based on the opposition between the triad of phenomenological experience, imagery virtuality and conceptual acting. As a result, there is a moralistic reduction of these issues causing the condemnation of several contemporary architectural practices and the legitimation of Richard Serra s artistic process. Following Foster s perspective, architecture would be fated to the potentialization of the current neoliberal logic, thus positioning the American artist as the only possibility of resisting to it. In this dissertation, the performance of the Brazilian artist Cildo Meireles is taken as transgressor to this fosterian logic. By complexifying the relations between mind-body-image in his artistic approach, Meireles restricts being easily categorized. Therefore, his artworks serve as an aid to reveal that, despite adhering to a capitalist logic, part of contemporary architecture may also present transgressive aspects. The Herzog and de Meuron s studio is chosen to be analyzed here, based on the assumption that its trajectory is not limited to the framework established in the above mentioned book. Due to the fact that each project belonging to the Swiss architects has its own particularities, it seems difficult to speak of its totality without significant reductionism. This leads the research to the study of one of their intriguing buildings: the Schaulager. There is the impression that they operate following what is denominated here as the condition of between, established by the entanglement of the deviant performance of Cildo Meireles with contemporary digital architecture.

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Dans une époque de changements des moyens de représentation et communication en architecture, cette recherche porte sur l’enseignement de la conception architecturale et plus spécifiquement sur l’apport que l’informatique pourrait avoir dans ce processus. En nous basant sur une méthodologie qualitative, exploratoire et participative, nous y procédons par enchainement de questions, celle de départ étant la suivante: Comment l’enseignement de la conception architecturale pourrait tirer avantage des moyens numériques? Notre objectif est de proposer des méthodes et des outils d’apprentissage aux étudiants en architecture pour enrichir leurs démarches de conception grâce à l’ordinateur. Après une revue de la littérature dans le domaine, et un approfondissement de l’étude sur le rôle des référents architecturaux et sur la conception intégrée, nous avons procédé à une observation exploratoire du travail des étudiants en atelier d’architecture. Ces premières étapes de la recherche ont permis de dégager des discordances entre les positions théoriques et la pratique en l’atelier, pour concrétiser ultérieurement la question de recherche. Dans le but de discerner des méthodes efficaces et innovatrices pour répondre aux discordances identifiées, nous avons engagé une étude de la littérature sur les théories cognitives par rapport aux connaissances, l’apprentissage et la conception. Certaines stratégies ont pu être définies, notamment la nécessité de représentation multimodale des référents architecturaux, l’importance de représenter le processus et non seulement le résultat, ainsi que l’avantage d’inciter les étudiants à travailler dans leur ‘zone proximale’ de développement. Suite à ces recherches, une méthode d’enseignement complémentaire a été définie. Elle propose aux étudiants des explorations de l’objet en conception basées sur la manipulation des savoir-faire architecturaux. Cette méthode a été opérationnalisée d’un point de vue pédagogique ainsi que didactique et mise à l’épreuve auprès des étudiants en atelier. Un prototype de librairie de référents architecturaux interactifs (LibReArchI) a été créé dans ce but. Elle a été conçue en tant qu’environnement de conception et espace de partage de savoir-faire entre étudiants et enseignants. Les principaux résultats de cette recherche démontrent le rôle positif de la méthode proposée pour le transfert des savoir-faire architecturaux lors de l’apprentissage en atelier. Son potentiel d’assister la conception intégrée et de stimuler l’émergence d’idées a été constaté. Au niveau théorique, un modèle d’un cycle du processus de design avec le numérique a été esquissé. En conclusion, des avenues de développements futurs de cette recherche sont proposées. / Conducted in a period of transition in the representation and communication strategies in architecture, the present research focuses on architectural design teaching and especially on the contributions of digital means to this process. Based on a qualitative methodology, including participative and exploratory approaches, this research evolved around a progression of questions, the first one being “How could architectural design teaching take advantage of digital technologies?” Our objective was to define computer-assisted teaching methods and digital devices that could enrich the students’ design methods. A starting point of the research was a comprehensive literature review of the domain, including in-depth studies of the role of architectural referents in the design learning process, as well as of the integrated design approaches. The findings from these theoretical studies were then confronted with evidence from observations of the students’ design processes when working on a small architectural task. This revealed some discrepancies between the theoretical positions and the teaching practices in the digital architectural studio. The research question was precised in consequence, in order to address them. Specifically, the present research proposes efficient and innovative methods for resolving the discrepancies between theory and teaching practice, based on cognitive aspects of the underlying processes. Focusing on theories of knowledge, learning and design process, we were able to identify some pertinent cognitive strategies for attaining the objectives of this research, namely the necessity for multimodal representation of referents, the importance of representing the process and not only the result, as well as the advantage of motivating the students to work in their ‘zone of proximal development’. As a result of these studies, a complementary design teaching method was defined. It incites the students to perform design explorations based on manipulations of architectural know-how during the conceptual phase of the project. Pedagogic and didactic strategies for the implementation of this method were developed. A prototype of a library of interactive architectural referents (LibReArchI) was created in order to enrich the students’ ‘design space’ and to serve as shared resource between students and tutors. The main results from this research show a positive role of the proposed design teaching method for architectural know-how learning in the digital studio. It was found that this method has the potential to assist some integrated design strategies and to stimulate the generation of ideas. At the theoretical level, we propose a model of one cycle of the conceptual process when performed with digital means. In conclusion, some limitations of the research are mentioned and perspectives for its future development are drawn.

Dans une époque de changements des moyens de représentation et communication en architecture, cette recherche porte sur l’enseignement de la conception architecturale et plus spécifiquement sur l’apport que l’informatique pourrait avoir dans ce processus. En nous basant sur une méthodologie qualitative, exploratoire et participative, nous y procédons par enchainement de questions, celle de départ étant la suivante: Comment l’enseignement de la conception architecturale pourrait tirer avantage des moyens numériques? Notre objectif est de proposer des méthodes et des outils d’apprentissage aux étudiants en architecture pour enrichir leurs démarches de conception grâce à l’ordinateur. Après une revue de la littérature dans le domaine, et un approfondissement de l’étude sur le rôle des référents architecturaux et sur la conception intégrée, nous avons procédé à une observation exploratoire du travail des étudiants en atelier d’architecture. Ces premières étapes de la recherche ont permis de dégager des discordances entre les positions théoriques et la pratique en l’atelier, pour concrétiser ultérieurement la question de recherche. Dans le but de discerner des méthodes efficaces et innovatrices pour répondre aux discordances identifiées, nous avons engagé une étude de la littérature sur les théories cognitives par rapport aux connaissances, l’apprentissage et la conception. Certaines stratégies ont pu être définies, notamment la nécessité de représentation multimodale des référents architecturaux, l’importance de représenter le processus et non seulement le résultat, ainsi que l’avantage d’inciter les étudiants à travailler dans leur ‘zone proximale’ de développement. Suite à ces recherches, une méthode d’enseignement complémentaire a été définie. Elle propose aux étudiants des explorations de l’objet en conception basées sur la manipulation des savoir-faire architecturaux. Cette méthode a été opérationnalisée d’un point de vue pédagogique ainsi que didactique et mise à l’épreuve auprès des étudiants en atelier. Un prototype de librairie de référents architecturaux interactifs (LibReArchI) a été créé dans ce but. Elle a été conçue en tant qu’environnement de conception et espace de partage de savoir-faire entre étudiants et enseignants. Les principaux résultats de cette recherche démontrent le rôle positif de la méthode proposée pour le transfert des savoir-faire architecturaux lors de l’apprentissage en atelier. Son potentiel d’assister la conception intégrée et de stimuler l’émergence d’idées a été constaté. Au niveau théorique, un modèle d’un cycle du processus de design avec le numérique a été esquissé. En conclusion, des avenues de développements futurs de cette recherche sont proposées. / Conducted in a period of transition in the representation and communication strategies in architecture, the present research focuses on architectural design teaching and especially on the contributions of digital means to this process. Based on a qualitative methodology, including participative and exploratory approaches, this research evolved around a progression of questions, the first one being “How could architectural design teaching take advantage of digital technologies?” Our objective was to define computer-assisted teaching methods and digital devices that could enrich the students’ design methods. A starting point of the research was a comprehensive literature review of the domain, including in-depth studies of the role of architectural referents in the design learning process, as well as of the integrated design approaches. The findings from these theoretical studies were then confronted with evidence from observations of the students’ design processes when working on a small architectural task. This revealed some discrepancies between the theoretical positions and the teaching practices in the digital architectural studio. The research question was precised in consequence, in order to address them. Specifically, the present research proposes efficient and innovative methods for resolving the discrepancies between theory and teaching practice, based on cognitive aspects of the underlying processes. Focusing on theories of knowledge, learning and design process, we were able to identify some pertinent cognitive strategies for attaining the objectives of this research, namely the necessity for multimodal representation of referents, the importance of representing the process and not only the result, as well as the advantage of motivating the students to work in their ‘zone of proximal development’. As a result of these studies, a complementary design teaching method was defined. It incites the students to perform design explorations based on manipulations of architectural know-how during the conceptual phase of the project. Pedagogic and didactic strategies for the implementation of this method were developed. A prototype of a library of interactive architectural referents (LibReArchI) was created in order to enrich the students’ ‘design space’ and to serve as shared resource between students and tutors. The main results from this research show a positive role of the proposed design teaching method for architectural know-how learning in the digital studio. It was found that this method has the potential to assist some integrated design strategies and to stimulate the generation of ideas. At the theoretical level, we propose a model of one cycle of the conceptual process when performed with digital means. In conclusion, some limitations of the research are mentioned and perspectives for its future development are drawn.

Organic architecture is often used term especially in connection with the daring and experimental form. The exact definition or division is still missing. The founder of modern organic architecture is to be generally considered as Frank Loyd Wright. He was the man who created organic architecture and also made first definition in the early twentieth century, when formulating new architectural styles. Dissertation deals with insufficiently described problem of organic architecture. The main focus is on contemporary production of residential organic architecture in Central Europe. Especially on the particular realizations in Hungary, Czech Republic, Slovak Republic, Austria, Germany and Poland. Beside detail description of European realizations, the dissertation deals also with foundations of organic architecture in U.S.A. and important realizations here. Modern organic architecture primarily originated in the United States of America. The work presents most important contemporary realizations and architects creating resident living organic architecture in other countries around the world in order to complete the overview. The objective of dissertation was describing newest trends in designing buildings for living. Find position of organic architecture and give reasons for it´s increasing popularity, spread and necessity for new development in architecture according to the new trends. Organic architecture is an alternative way of contemporary residential living. It´s popularity is growing in last years in response to the development of modern technologies and materials, the need to protect our natural resources and also to the increasing negatives of globalization and to denial of local traditions and regional specificities. Aspects of organic forms were divided into three main groups according to their main characteristics: form, harmony and sustainable development. Another objective was find location of contemporary organic residential architecture in Czech Republic and abroad. It is rather spread all over the world than concentrated on certain places. Therefore I selected countries that are richer than the others on the occurrence of organic buildings. The objective was also to address architects, specialists, public and especially university teachers of architecture and students themselves. Communication with them was mainly connected with grant project in 2010. The theme of grant project was contemporary organic architecture in residential living. There were lectures about contemporary organic architecture and exhibition on the theme: Contemporary living organic architecture. The publication of the catalog was published under the title: Contemporary organic houses - Europe. I had the opportunity to visit a number of organic family houses abroad. Specifically houses in Slovakia, Hungary and Germany. Results of survey, which was realized by questions to owners and authors of chosen buildings, are included in dissertation. The mail results of dissertation are - make a detail review of organic architecture in residential living - define trends in contemporary organic architecture and residential living - obtain and process answers from owners and authors of chosen buildings within survey - analysis of organic house ( houses) in city planning and landscape - publication of catalogue focused on organic contemporary European houses - article about contemporary organic architecture and residential living will be published in 2012 on archiweb page