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Previous issue date: 2016-08-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Essa tese investiga elementos que possam subsidiar o ensino de projeto nos primeiros
semestres do curso de Arquitetura e Urbanismo (AU), entendendo o conhecimento pr?vio do
alunado iniciante como potencial ponto de partida para o processo educativo nesse campo.
Com base na problematiza??o de quest?es ligadas ao ensino em geral e ao ensino de AU em
particular, pergunta-se: Como os conhecimentos pr?vios dos estudantes iniciantes (EIs),
adquiridos por meio de suas experi?ncias (espaciais, principalmente), s?o trabalhados nas
disciplinas iniciais do curso? Quais os enfoques mais apropriados para realizar essas leituras?
Como o ensino de projeto pode tirar proveito dessas informa??es e incorpora-las ao processo
de ensino-aprendizagem na ?rea? Dada a amplitude destas quest?es, assumimos o car?ter
explorat?rio do estudo realizado, tomando como hip?teses de trabalho que: (i) os desenhos e
textos produzidos pelo EI em AU refletem sua experi?ncia anterior, notadamente seu lugar de
proced?ncia/viv?ncia cotidiana, e permitem investigar as singularidades de grupos/turmas; (ii)
atualmente as ementas de disciplinas introdut?rias de projeto pouco contemplam tais
singularidades; (iii) compreender as caracter?sticas/diversidade dos grupos/turmas a partir do
conhecimento dos EIs pode funcionar como elemento did?tico para a forma??o na ?rea de
AU. Portanto, o objetivo principal desta tese ? dar subs?dios para a constru??o de diretrizes
para disciplinas de introdu??o ao ensino de projeto de arquitetura em cursos de AU. S?o
objetivos espec?ficos: (i) entender como o estudo do conhecimento precedente dos EIs se
insere nas ementas das disciplinas iniciais de projeto de cursos de AU brasileiros; (ii)
compreender os olhares dos docentes de disciplinas iniciais de projeta??o sobre esse
conhecimento; e (iii) investigar, a partir de an?lise de turmas iniciais de tr?s escolas brasileiras
e uma portuguesa, poss?veis singularidades acerca dos conhecimentos pr?vios de EIs, por
meio da compreens?o de sua origem, ambientes de viv?ncia, repert?rio e prefer?ncias
arquitet?nicas. Al?m da revis?o bibliogr?fica nos campos do ensino de AU, da pedagogia e
disciplinas suplementares, como psicologia ambiental, filosofia, sociologia e hist?ria, a tese se
apoia na realiza??o de dois estudos emp?ricos aut?nomos. O primeiro investigou 54 cursos
p?blicos de AU brasileiros a fim de identificar o tipo de conte?do trabalhado nas disciplinas
de car?ter introdut?rio, as qualifica??es/perfis e opini?es dos docentes sobre o background
dos EIs e a utiliza??o did?tica dessas informa??es. O segundo assumiu o formato de estudode-
casos-m?ltiplos que investigou desenhos e textos elaborados pelos EIs em atelier, e foi
realizado em quatro diferentes escolas de arquitetura: da Universidade de Lisboa (UL) e das
Universidades Federais do Tocantins (UFT), do Rio Grande do Norte (UFRN) e de Juiz de
Fora (UFJF). Os resultados obtidos comprovam parcialmente as hip?teses e d?o subs?dios
iniciais para a constru??o de diretrizes pedag?gicas direcionadas ? promo??o da rela??o
dial?gica entre o repert?rio trazido pelos alunos iniciantes e os conhecimentos que eles
precisam dominar no come?o do curso de AU. / This thesis researches elements which can subsidize the teaching of design in the first
semesters of Architecture and Urbanism (AU) course taking students? previous knowledge
into account and it is understood as starting potential point to education process at this field
front to the importance of encouraging background extension from beginner students (BS).
Based upon this premise, from questions linked to general teaching and to teaching of AU in
particular, there are the following questions: How students? previous knowledge, acquired
throughout their own experiences (meanly spatial), are managed from initial subjects course?
What are the most appropriate focuses to do these readings? How can the design teaching
takes advantage from these information and incorporates them into the teaching-learning
process? According to the extension of these questions, we assume that the exploratory way
of this study, taking as work hypothesis that: (i) it is possible to investigate the existing
singularities into groups of BS in AU, and they can be seen, meanly, by their perception from
their places of living and their drafts/ texts done during this thesis; (ii) the design introductory
subjects content nowadays do not behold (or behold just a little) such singularities; (iii) the
contact to all this information can favor an adequate approach among students and professors.
This way, our main goal is to subsidy the creation of guidelines of introductory subjects to
design teaching of architecture at AU courses. As specifics goals: (i) to comprehend how the
studying of BS previous knowledge insert themselves into the guidelines of introductory
design subjects at Brazilian AU courses; (ii) to comprehend the professors point of view
regarding to introductory design subjects; and (iii) to investigate BS previous knowledge from
AU courses throughout the comprehension of their origin, living places, repertory and
architectural preferences. In this context, this thesis methodologically supports itself into
bibliographical review in the field of AU teaching, pedagogy and supplementary subjects such
as environmental psychology, philosophy, sociology and history. Two autonomous studying
were empirically done. The first one investigated 54 Brazilian AU public courses in order to
identify relations among introductory design subjects, the qualification and profile of the
professors and their opinion about BS background and the way to consider students?
knowledge into subjects of design initiation. The second one assumed the format of a multiple
case study and it was done with BS from four different AU courses, in which the
understanding about their living places and some products (drafts and texts) were taken in
four different architecture schools: University of Lisbon (UL), Tocantins Federal University
(UFT), Rio Grande do Norte Federal University (UFRN) and Juiz de Fora Federal University
(UFJF). The data collected show partially the hypotheses and give initial subsidies to the
construction of pedagogical guidelines towards to promote a dialogue relation between the
repertoire brought by beginner students and the knowledgment students need to master at the
beginning of AU course.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/22693 |
| Date | 30 August 2016 |
| Creators | Carvalho, Giuliano Orsi Marques de |
| Contributors | 30804884404, http://lattes.cnpq.br/3061713076071714, Garcia, Claudia da Concei??o, 37979990110, http://lattes.cnpq.br/2861675901591901, Carsalade, Fl?vio de Lemos, 23064277634, http://lattes.cnpq.br/9899350224165436, Dantas, George Alexandre Ferreira, 91582610444, http://lattes.cnpq.br/9782385817332156, Veloso, Maisa Fernandes Dutra, 33559066468, http://lattes.cnpq.br/4974901249133556, Matos, Maria Madalena Aguiar da Cunha, 00000000000, Ara?jo, Natalia Miranda Vieira de, http://lattes.cnpq.br/3326160083213059, 78382734472, Elali, Gleice Virginia Medeiros de Azambuja |
| 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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