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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.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/20225 |
| Date | 02 February 2015 |
| Creators | Cavalcante, Eun?dia Silva |
| Contributors | 33559066468, http://lattes.cnpq.br/4974901249133556, Kowaltowski, Doris Catharine Cornelie Knatz, 94030944868, http://lattes.cnpq.br/2142163449017349, Elali, Gleice Virginia Medeiros de Azambuja, 30804884404, http://lattes.cnpq.br/3061713076071714, Leite, Maria de Jesus de Britto, 23602430472, http://lattes.cnpq.br/2218964680682974, Ara?jo, Nat?lia Miranda Vieira de, 78382734472, http://lattes.cnpq.br/3326160083213059, Veloso, Maisa Fernandes Dutra |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM ARQUITETURA E URBANISMO, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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