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Thesis (M. Phil.)--Dept. of Architecture, Design Science and Planning, Faculty of Architecture, University of Sydney, 2003. / Bibliography: leaves 164-171.

Thesis (M. Phil.)--University of Sydney, 2003. / Title from title screen (viewed Apr. 28, 2008). Submitted in fulfilment of the requirements for the degree of Master of Philosophy to the Dept. of Architecture, Design Science and Planning, Faculty of Architecture. Degree awarded 2003; thesis submitted 2002. Includes bibliography. Also available in print form.

Este é um trabalho historiográfico. Realiza uma genealogia do ensino de urbanismo na Faculdade de Arquitetura da UFRGS (FA-UFRGS). Busca, com isso, compreendê-lo e identificar seus sentidos subjacentes. Para tanto, recupera a trajetória do ensino da arquitetura e do urbanismo nas instituições que a deram origem – a Escola de Engenharia e o Instituto de Belas Artes – e percorre suas três primeiras décadas de existência. O recorte temporal se encerra nos anos 1970, momento em que ocorrem fatos que se revelariam capitais para o programa de ensino até hoje oferecido pela instituição: a extinção do curso de urbanismo, existente desde os anos 1940, a criação do Programa de Pós-Graduação em Planejamento Urbano e Regional (PROPUR) e a “migração” dos conteúdos do curso desaparecido ao PROPUR e à graduação em arquitetura. A tese sustenta que, na FA-UFRGS – desde o início, e até hoje – o ensino do urbanismo é tributário de saberes e práticas análogos aos do ensino da arquitetura, voltados essencialmente para o projeto de edificações. Sendo assim, a instrução em urbanismo buscou desenvolver a aptidão para elaborar projetos, entendidos como momento de síntese dos conhecimentos-diretores da produção de artefatos, em ponto grande ou pequeno (Alberti). Este seria o eixo central, o tronco ou a espinha dorsal do ensino de urbanismo naquela instituição, abordado finalmente como uma extensão (marginal) da arquitetura. O trabalho dialoga teórico e metodologicamente com a pesquisa historiográfica. De um lado, com a história dos conceitos, que articula seus sentidos a um tempo. Mas também com aquela que trata da constituição do urbanismo como domínio de saberes e práticas. Todavia, o faz a partir de corpo documental pouco usual, relativo ao ensino. / This is a historiographical study on the genealogy of urban planning teaching at the School of Architecture of the Federal University of Rio Grande do Sul, Brazil (FA-UFRGS), aiming at understanding and identifying its underlying directions. It retraces the first three decades of the history of architecture and urban planning from its origins - the School of Engineering and the Institute of Fine Arts. The last period studied is the 1970s, when landmarks of the current trajectory were established: the extinction of urban planning course that existed since the 1940s, the creation of the Graduate Program in Urban and Regional Planning (PROPUR) and the "migration" of the contents of the extinct course to PROPUR and to the undergraduate course in architecture. The thesis argues that at FA-UFRGS, since the beginning and until today, urban planning teaching is secondary to knowledge and practices applied in the teaching of architecture, essentially focused on building design. Therefore, urban planning education has sought to develop skills to develop projects, understood as the synthesis between guiding knowledge and the production of artifacts, according to Alberti. This is be the central axis, the trunk or the backbone of urban planning teaching, which has been essentially approached as an (marginal) extension of architecture. This thesis establishes a theoretical and methodological dialogue with historiographical research. On one hand, the history of concepts that links their meanings to a determined period, and on the other hand, it also discusses urban planning as a domain of knowledge and practices. However, this discussion is made from an unusual perspective – that of teaching.

Made available in DSpace on 2014-12-17T14:36:43Z (GMT). No. of bitstreams: 1 KarinaO_DISSERT.pdf: 3591499 bytes, checksum: 57c24b91c59733bdfef52a474d9cfc52 (MD5) Previous issue date: 2012-03-30 / The present study aims to investigate the conceptions of teachers and management team of the Col?gio Nossa Senhora das Neves - Natal / RN about curriculum, school architecture and possible relationships established between these components. To develop the study, we rely on the theoretical contributions of Vi?ao Frago (2001), Escolano (2001); Benconstta (2005), among others, about the architecture school, and with regard to curriculum, ancoramo us in theoretical reflections Silva (2000, 2006, 2008). We assume that the school place is a social construct and as such, reflects the interests of certain groups, to organize, establish ways to condition their unctions and uses. In this space, people's lives is planned, both those who work there, as those who study there. Thus, the architecture school promotes, through representations, signs, symbols and shapes, certain charges that impact the ways of being and acting subjects by establishing appropriation and expropriation of rights and legitimate forms of inclusion and exclusion. Thus, it is an expression of power. A power that is expressed in the form of lead the way people should behave in a certain space. Clarity on these aspects of the architecture school is important, since in the same way that the opinion of several experts is important to discuss the adequacy of school architecture (environmentalists, architects, engineers, planners), the / the teacher / and the / as managers / must also meet the educational nature of the architecture school, so as to present its share of contribution in order to make the post-school conducive to learning multiple. From this perspective, we analyze the concepts of four teachers and eight individuals who are part of the management team of the CNSN, whose views were seized through participant observation, semi-structured interviews and documentary analysis. The construction of the data indicated levels of conceptual curriculum varied, ranging from those rooted in traditional theories of curriculum as those regarding the curriculum tied to discursive and contextual aspects. The conceptions of architecture school, predominantly focused on the aspects of the architecture school materials and most established subject, differently, relations between curriculum and school architecture / O presente trabalho objetiva investigar as concep??es de professores e equipe de gestores do Col?gio Nossa Senhora das Neves - Natal/RN sobre curr?culo, arquitetura escolar e as poss?veis rela??es que estabelecem entre esses componentes. Para desenvolvermos o estudo, baseamo-nos nas contribui??es te?ricas de Vin?o Frago (2001), Escolano (2001); Benconstta (2005), entre outros, sobre a arquitetura escolar; e no que concerne ao curr?culo, ancoramo-nos nas reflex?es te?ricas de Silva (2000, 2006, 2008,). Partimos do pressuposto de que o lugar escolar ? uma constru??o social e, como tal, traduz interesses de determinados grupos que, ao organiz?-lo, instituem formas de condicionar suas fun??es e usos. Nesse espa?o, a vida das pessoas ? planejada, tanto a dos que l? trabalham, como a dos que l? estudam. Assim, a arquitetura escolar promove, atrav?s de representa??es, signos, s?mbolos e contornos, certas imposi??es que impactam nos modos de ser e agir dos sujeitos, ao instituir apropria??es e expropria??es de direitos, bem como legitimar formas de inclus?o e exclus?o. Desse modo, ela ? express?o de poder. Um poder que se expressa na forma de conduzir o modo como ?s pessoas devem se portar num determinado espa?o. Ter clareza sobre esses aspectos da arquitetura escolar ? relevante, pois do mesmo modo que a opini?o de diversos especialistas ? importante para discutir a adequa??o da arquitetura escolar (ambientalistas, arquitetos, engenheiros, urbanistas), os/as professor/as e os/as gestores/as precisam tamb?m conhecer a natureza educativa da arquitetura escolar, para assim apresentarem sua parcela de contribui??o, a fim de tornar o lugar-escolar prop?cio ao desenvolvimento de m?ltiplas aprendizagens. Nessa perspectiva, analisamos as concep??es de quatro professoras e oito sujeitos que fazem parte da equipe gestora do CNSN, cujas concep??es foram apreendidas atrav?s de observa??es participantes, entrevistas semiestruturadas e an?lise documental. A constru??o dos dados indicou n?veis conceptuais de curr?culo variados, oscilando desde aquelas arraigadas nas teorias tradicionais de curr?culo como as que consideram o curr?culo atrelado a seus aspectos discursivos e contextuais. As concep??es de arquitetura escolar, predominantemente, incidiram para os aspectos materiais da arquitetura escolar e a maioria dos sujeitos estabeleceu, de forma diferenciada, rela??es entre curr?culo e arquitetura escolar

Este é um trabalho historiográfico. Realiza uma genealogia do ensino de urbanismo na Faculdade de Arquitetura da UFRGS (FA-UFRGS). Busca, com isso, compreendê-lo e identificar seus sentidos subjacentes. Para tanto, recupera a trajetória do ensino da arquitetura e do urbanismo nas instituições que a deram origem – a Escola de Engenharia e o Instituto de Belas Artes – e percorre suas três primeiras décadas de existência. O recorte temporal se encerra nos anos 1970, momento em que ocorrem fatos que se revelariam capitais para o programa de ensino até hoje oferecido pela instituição: a extinção do curso de urbanismo, existente desde os anos 1940, a criação do Programa de Pós-Graduação em Planejamento Urbano e Regional (PROPUR) e a “migração” dos conteúdos do curso desaparecido ao PROPUR e à graduação em arquitetura. A tese sustenta que, na FA-UFRGS – desde o início, e até hoje – o ensino do urbanismo é tributário de saberes e práticas análogos aos do ensino da arquitetura, voltados essencialmente para o projeto de edificações. Sendo assim, a instrução em urbanismo buscou desenvolver a aptidão para elaborar projetos, entendidos como momento de síntese dos conhecimentos-diretores da produção de artefatos, em ponto grande ou pequeno (Alberti). Este seria o eixo central, o tronco ou a espinha dorsal do ensino de urbanismo naquela instituição, abordado finalmente como uma extensão (marginal) da arquitetura. O trabalho dialoga teórico e metodologicamente com a pesquisa historiográfica. De um lado, com a história dos conceitos, que articula seus sentidos a um tempo. Mas também com aquela que trata da constituição do urbanismo como domínio de saberes e práticas. Todavia, o faz a partir de corpo documental pouco usual, relativo ao ensino. / This is a historiographical study on the genealogy of urban planning teaching at the School of Architecture of the Federal University of Rio Grande do Sul, Brazil (FA-UFRGS), aiming at understanding and identifying its underlying directions. It retraces the first three decades of the history of architecture and urban planning from its origins - the School of Engineering and the Institute of Fine Arts. The last period studied is the 1970s, when landmarks of the current trajectory were established: the extinction of urban planning course that existed since the 1940s, the creation of the Graduate Program in Urban and Regional Planning (PROPUR) and the "migration" of the contents of the extinct course to PROPUR and to the undergraduate course in architecture. The thesis argues that at FA-UFRGS, since the beginning and until today, urban planning teaching is secondary to knowledge and practices applied in the teaching of architecture, essentially focused on building design. Therefore, urban planning education has sought to develop skills to develop projects, understood as the synthesis between guiding knowledge and the production of artifacts, according to Alberti. This is be the central axis, the trunk or the backbone of urban planning teaching, which has been essentially approached as an (marginal) extension of architecture. This thesis establishes a theoretical and methodological dialogue with historiographical research. On one hand, the history of concepts that links their meanings to a determined period, and on the other hand, it also discusses urban planning as a domain of knowledge and practices. However, this discussion is made from an unusual perspective – that of teaching.

Esse trabalho investiga um processo de projetar em Arquitetura. Procura explorar com profundidade o contexto no qual vai ser implantada a construção definida na elaboração do projeto. Significa atender ao maior conjunto possível de necessidades e demandas do projeto, seu ajuste com a construção das partes e as especulações intermediárias até a volumetria resultante. A forma final será encontrada na busca da melhor configuração das partes tectônicas e simbólicas da edificação idealizada. Para explicar o processo simulamos sua aplicação num projeto para uma escola contemporânea: a Escola de Aplicação da Faculdade de Educação da Universidade de São Paulo. Como referência para o programa de necessidades utilizamos aqui o programa atual da Escola de Aplicação, comparado ao padrão de recomendações aplicado no Reino Unido, e após a análise de ambos, propomos um novo programa que leva em consideração as duas demandas. O sitio físico localiza-se na Cidade Universitária e constitui um exemplo interessante para demonstrar a interação sitio / programa / projeto. Na simulação do processo de projeto aplica-se um método desenvolvido pelo arquiteto Joaquim Guedes conhecido por diagramas lineares, como meio de investigação na busca da forma. Em conjunto, realizam-se estudos sobre a possibilidade de admissão da iluminação natural nos ambientes, juntamente com uma proposta construtiva baseada num módulo regulador de projeto e construção. / This work deals with a design process in Architecture. It attempts to explore as much as possible the contextual aspects regarding site and building construction. It also means to consider the set of people needs and demands. At the same time speculations on the scheme of building parts must be considered. The final form is the result of this search. This would lead to the best constructive and symbolic idealized building configuration. To explain the process we simulated its application on a contemporary school project - the Escola de Aplicação da Faculdade de Educação da Universidade de São Paulo. As reference to the briefing framework, we used the actual program of this school compared to the guidelines recommendation for schools buildings developed in the United Kingdom, and after studying them, we propose a new brief that consider both demands. The site is located on the University Campus and it represents an interesting example to demonstrate the interaction between site, brief and project. For the process simulation we applied a method developed by the architect Joaquim Guedes known as linear diagrams. This method easy the way to find project form. As part of the process a research was made to admit natural light in the rooms, besides the search for the best design metric standards.

Esta dissertação tem como objetivo investigar as casas modernas de arquitetos que contribuíram na formação e transformação do viver urbano, onde estes objetos de estudos podem ser utilizados como fio condutor para a discussão do ensino da disciplina de projeto de arquitetura. Também é analisado as principais escolas de arquitetura, tanto européias como as brasileiras que consolidaram um novo modo de compreender o programa de ensino das disciplinas e do curso de arquitetura no ensino moderno e contemporâneo, onde a Bauhaus, na Alemanha, influenciou muitas escolas no Rio e São Paulo, como a FAUUSP e FAUUBC, esta última elemento norteador da pesquisa geradora dos estudos de caso nos anos de 2001 e 2002, onde lecionei como professor assistente e posteriormente como responsável na disciplina de Projeto de Arquitetura, consolidando um conjunto de material para a análise do que chamo de experiência didática vivenciada. / The present dissertation aims to study and analyze the modern house projects which have contributed to new living architecture and urban concepts, and the acknowledgement of these intentions and purposes is used as guideline for the development of didactical orientations. Different projectual concepts that belong to the Twentieth Century architecture history are also compared in order to set up an internationally constructed scenario which will include brazilian didactical teaching experiences (FAUUSP and FAUUBC) as well as historical european examples such as the BAUHAUS experience in Germany. The faculty teaching carreer of the author shall help the construction of the concept he names as shared didactical experience.

Thesis use principles of play to reconstruct school building realized in the second half of the 20th Century. More broadly it deals with current state and conditions for reconstruction of modernist school buildings in Slovakia. According to Huizinga, play as such is older than culture and was a factor that stimulated the creation of culture and assumed the formation of human society. Free play is an instinct, a fundamental right, inherent in children, and a developed mechanism for acquiring skills and promoting learning. In the early 20th century, in a context marked by the horrors of war and the experience of the wild industrialization of the 19th century, society began to focus on the rights and education of children. This change in approach to childhood and children in general has been transcribed into theoretical and practical forms of architecture, from the scale of urbanism to the scale of an element of public space or domestic space. The concept of play began to penetrate into forms of education. In connection with urban transformation and housing construction playground have been created, which function should be the one of an institutionalized space education, but also of security or control. The same principles of control were also included in the architecture of other institutions such as schools. Project understands reconstruction of the school building not only as its annex or aesthetization but rather as reconfiguration and reinterpretation of its former principles.

From 18 century, Czech lands were advanced industrial part of the Austrian monarchy and Brno became a textile industrial city. In the middle of 19th century in an open area of the island there was a spinning mill built in Obřany. Then 70 years later it was replaced by an object, which is the subject of the diploma work at this time. In process of time some other buildings, stores and offices were built and so created the atmosphere of an industrial town. The spinning mill with its strong dominant asymetric position by today's bridge over the river Svitava becomes a focus of activity on the island. Its neoclassical décor and large articulated windows remind style of French water palaces rather than an industrial building. Symmetrical building is disturbed by placing a water tower at the southeast corner. The internal structure clearly shows the contents of the original function - a storey location of machines. The object tectonics is also readable from this structure, where the top floor consists of a grid of slender pillars, while in the ground there are pillars bearing the brunt of all floors. And it supports my choice to make free no cut space from the fourth floor; with two skylights, which also gets daylight depth into the spinning mill. Dominance of the spinning mill over the island is balanced by plane-tree. It supports the assumption of the residence, since these trees can be found in many castle parks. Just these two symbols of animate and inanimate nature are becoming mainstays of my concept - the house and tree. At this time, when the island has failed to fulfill the function of industrial area, a closed unit, it should become accessible to the general public again. There were open green spaces till the early 19th century. In my project I clean the island into a form so that it will be subjected only to significant mass and old tree. The island will offer the missing grassed area in contrast to the surrounding forested hills.