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Previous issue date: 2017-05-29 / No ensino universit?rio contempor?neo, a aprendizagem precisa ser vivenciada como fruto de um processo de constru??o cont?nuo, no qual o aprender ocorre por meio de processos din?micos de buscas, e ? adquirido de forma integrada. A presente tese tem como base inicial a constata??o de que parte significativa dos alunos ingressa nos cursos de Arquitetura e Urbanismo em geral e, em especial no da UFRN, com dificuldades de percep??o formal e espacial, fato que tem prejudicado o aprendizado do projeto arquitet?nico. Assim, para a otimiza??o da rela??o ensino/aprendizagem, defendemos que tal assunto deveria ser debatido de maneira integrada a outros componentes curriculares, em especial associando, principalmente, o ensino de geometria ao de projeto, e usando m?todos/t?cnicas condizentes com os avan?os contempor?neos na ?rea. A fim de buscar caminhos que pudessem facilitar o desenvolvimento da visualiza??o e da concep??o formal dos alunos, o objeto de estudo dessa tese foi a utiliza??o de t?cnicas de dobradura em papel, como instrumento de aux?lio ao desenvolvimento dessas habilidades no primeiro ano do curso de arquitetura e urbanismo. Pergunta-se: Como a geometria aplicada, mais especificamente as t?cnicas de dobraduras, influenciam a visualiza??o e a concep??o formal? Como utiliz?-la para proporcionar uma melhor integra??o dos conte?dos da ?rea de representa??o e linguagem e de projeto de arquitetura no primeiro ano do curso? Temos, como hip?teses que: 1) as t?cnicas de dobraduras s?o instrumentos capazes de colaborar com a apreens?o do conhecimento da geometria e promover o desenvolvimento das habilidades relacionadas ? visualiza??o e concep??o da forma; 2) a aplica??o de exerc?cios baseados nestas t?cnicas em alunos do primeiro ano do curso ser? fundamental para o desenvolvimento dessas habilidades. O objetivo geral foi compreender a inser??o de novos instrumentos da geometria aplicada ?s atividades de concep??o formal em in?cio de curso, apontando elementos para o exerc?cio da integra??o de conte?dos entre as ?reas de ?Representa??o e Linguagem? e ?Projeto de Arquitetura?. Para subsidiar tal objetivo, estabeleceram-se tr?s objetivos espec?ficos: 1. Verificar a efic?cia da utiliza??o de t?cnicas de dobraduras no desenvolvimento da visualiza??o formal; 2. Verificar a efic?cia da utiliza??o de t?cnicas de dobraduras no desenvolvimento da concep??o formal de objetos arquitet?nicos; 3. Estabelecer recomenda??es para a melhoria do ensino neste campo que possam subsidiar a cria??o ou reformula??o de componentes curriculares a ele pertinentes. Al?m da pesquisa bibliogr?fica, o m?todo para atingir os objetivos propostos envolveu a realiza??o de experi?ncias did?ticas com estudantes de gradua??o em AU. Nessas oficinas, foram aplicadas t?cnicas de Paper Folding, Surface Development, Origami e tessellation. Verificamos o potencial da dobra como ferramenta de concep??o, uma vez que permitiu: a explora??o do conceito de continuidade e complexidade; o favorecimento do processo de cria??o e a otimiza??o da rela??o ensino/aprendizagem. Os resultados do estudo emp?rico indicaram a potencialidade do uso da maquete de papel e a fun??o das oficinas como experi?ncias capazes de favorecer os processos de concep??o. Al?m destes fatores, foi poss?vel perceber a presen?a do mimetismo e da geometria nos momentos iniciais de concep??o da forma, por meio de um exerc?cio de integra??o, definido pela metodologia. Estes resultados fundamentaram as recomenda??es para o ensino de projeto de arquitetura voltado para os per?odos iniciais. / In contemporary university education, learning must be experienced as the result of a process of continuous construction, in which learning occurs through dynamic search processes, and is acquired in an integrated way. The present thesis is based on the fact that a significant part of the students enters Architecture and Urbanism courses in general and, especially in UFRN, with difficulties of formal and spatial perception, a fact that has made impaired learning of the architectural project. Thus, to optimize the teaching / learning relationship, we argue that such a subject should be debated in an integrated way to other curricular components, especially associating geometry teaching with that of design, and using methods / techniques consistent with contemporary advances in the area. In order to find ways that could facilitate the development of visualization and the formal conception of the students, the object of study of this thesis was the use of paper folding techniques as a tool to aid the development of these skills in the first year of the architecture course and urbanism. Question: How do applied geometries, more specifically the folding techniques, influence the visualization and the formal conception? And how to use it to provide a better integration of the contents of the area of representation and language and architecture project in the first year of the course? It is hypothesized that, 1) the folding techniques are instruments capable of collaborating with the apprehension of the knowledge of geometry and promote the development of skills related to the visualization and conception of the form; 2) the application of exercises based on these techniques to students of the first year of the course, will be fundamental for the development of these skills. The general objective was to understand the insertion of new geometry instruments applied to formal design activities at the beginning of the course, pointing out elements for the integration of content between the Representation and Language and Architecture Design areas. To support this objective, three specific objectives were established: 1. To verify the effectiveness of the use of folding techniques in the development of formal visualization; 2. To verify the effectiveness of the use of folding techniques in the development of the formal design of architectural objects; 3. Establish recommendations for the improvement of teaching in this field that may subsidize the creation or reformulation of relevant curricular components. Besides the bibliographic research, the method to reach the proposed objectives involved the accomplishment of didactic experiences with undergraduate students in AU. Paper Folding techniques were used in these workshops; Surface Development; Origami and tessellation, fold creating repeating patterns that can be used in formal design. It was verified the potential of the fold as a tool of conception, since it allowed: the exploration of the concept of continuity and complexity; favoring the creation process; the vitalization of geometry, and the optimization of the teaching / learning relationship. The results of the empirical study indicated the potentiality of the use of the paper model; they pointed out the workshops as experiences capable of favoring the conception processes. Besides these factors, it was possible to perceive the presence of mimicry and geometry in the initial moments of the design of the form, through an integration exercise, defined by the methodology. These results supported the recommendations for the teaching of architectural design focused on the initial periods.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/23946 |
| Date | 29 May 2017 |
| Creators | Lima, M?nica Maria Fernandes de |
| Contributors | 33559066468, http://lattes.cnpq.br/4974901249133556, Barros, Amelia de Farias Panet, 55246257487, http://lattes.cnpq.br/3003030548848213, Albuquerque, Glauce Lilian Alves de, 66346630415, http://lattes.cnpq.br/7993654034144843, Nascimento, Jos? Clewton do, 52451887320, http://lattes.cnpq.br/3481803473530409, Perrone, Rafael Antonio Cunha, 21839999853, http://lattes.cnpq.br/3627961063335220, Elali, Gleice Virginia Medeiros de Azambuja, Veloso, Maisa Fernandes Dutra |
| Publisher | 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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