O ensino de projeto arquitetônico em escolas técnicas: uma proposta dialógica
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Data
2019-02-18
Autores
Polidoro, Juliana Demarchi
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O ensino de projetos de arquitetura dialógica é fundamental para que os profissionais desenvolvam projetos com qualidade como resposta ao contexto urbano e às necessidades sociais, culturais e econômicas dos usuários. O curso Técnico em Desenho de Construção Civil regido pelo Centro Paula Souza, tem como propósito a formação de técnicos na área de infraestrutura, desenvolvendo projetos de arquitetura e a direção de obra de edificações com até 80,00m². Essa formação profissional está relacionada em grande parte à prática, estabelecendo assim um aprendizado direcionado e dinâmico ao mercado de trabalho. Porém isso leva a projetos isolados de seu contexto, resultando em propostas meramente técnicas, não contextualizadas. Sendo assim, como propor um método eficiente?. O objetivo desta pesquisa é propor e testar um método de ensino dialógico de projeto de arquitetura em escolas técnicas. A dissertação compreende quatro seções. A primeira, os diálogos de ensino de projeto, apresentando o referencial teórico para subsidiar a proposta do novo método. A segunda, o contexto da escola técnica de Tupã, com projeto politico pedagógico e as características do curso em questão. A terceira, com a proposta do método de ensino dialógico de projeto de arquitetura em escolas técnicas que foi elaborado a partir do referencial teórico de Freire, Piaget, Muntanola, Soler, e Ricoeur, com base no Projeto Politico Pedagógico da Instituição, o plano de curso da habilitação técnica em desenho de construção civil, e inclusive a experiência de vivencia de sala de aulas do autor da pesquisa. No 1° semestre de 2018, foram realizadas aulas teóricas expositivas e práticas (desenvolvimento de exercícios e projetos realizados individualmente pelos alunos). A quarta, a aplicação do método de ensino dialógico na turma do ano com apresentação dos resultados. Através da comparação do método proposto e o tradicional, verificou-se que o método dialógico para ensino de projeto de arquitetura melhorou a qualidade do projeto no contexto na qual está inserido. Podemos assim, considerar que este novo método de ensino de projeto, é viável e eficiente para as escolas técnicas com formação de profissionais de nível médio. .
The teaching of dialogic architecture projects is fundamental for professionals to develop projects with quality in response to the urban context and the social, cultural and economic needs of users. The technical course in Civil Construction Design, governed by the Paula Souza Center, aims to train technicians in the area of infrastructure, developing architectural projects and the direction of building work with up to 80.00m². This professional training is largely related to the practice, thus establishing a targeted and dynamic learning to the job market. However, this leads to projects isolated from their context, resulting in proposals that are merely technical, not contextualized. So, how to propose an efficient method ?. The objective of this research is to propose and test a method of dialogical teaching of architectural design in technical schools. The dissertation comprises four sections. The first, the project teaching dialogues, presenting the theoretical framework to support the proposal of the new method. The second, the context of the technical school of Tupã, with a pedagogical political project and the characteristics of the course in question. The third one, with the proposal of the dialogic teaching method of architecture project in technical schools that was elaborated from the theoretical reference of Freire, Piaget, Muntanola, Soler, and Ricoeur, based on the Institutional Educational Policy Project, the course of technical qualification in civil construction design, and also the experiment experience of the researcher's classroom. In the first semester of 2018, theoretical and practical lectures were held (development of exercises and projects carried out individually by the students). The fourth, the application of the method of dialogical teaching in the class of the year with presentation of the results. Through the comparison of the proposed method and the traditional one, it was verified that the dialogic method for teaching architecture project improved the quality of the project in the context in which it is inserted. We can thus consider that this new method of teaching project, is feasible and efficient for technical schools with training of mid-level professionals.
The teaching of dialogic architecture projects is fundamental for professionals to develop projects with quality in response to the urban context and the social, cultural and economic needs of users. The technical course in Civil Construction Design, governed by the Paula Souza Center, aims to train technicians in the area of infrastructure, developing architectural projects and the direction of building work with up to 80.00m². This professional training is largely related to the practice, thus establishing a targeted and dynamic learning to the job market. However, this leads to projects isolated from their context, resulting in proposals that are merely technical, not contextualized. So, how to propose an efficient method ?. The objective of this research is to propose and test a method of dialogical teaching of architectural design in technical schools. The dissertation comprises four sections. The first, the project teaching dialogues, presenting the theoretical framework to support the proposal of the new method. The second, the context of the technical school of Tupã, with a pedagogical political project and the characteristics of the course in question. The third one, with the proposal of the dialogic teaching method of architecture project in technical schools that was elaborated from the theoretical reference of Freire, Piaget, Muntanola, Soler, and Ricoeur, based on the Institutional Educational Policy Project, the course of technical qualification in civil construction design, and also the experiment experience of the researcher's classroom. In the first semester of 2018, theoretical and practical lectures were held (development of exercises and projects carried out individually by the students). The fourth, the application of the method of dialogical teaching in the class of the year with presentation of the results. Through the comparison of the proposed method and the traditional one, it was verified that the dialogic method for teaching architecture project improved the quality of the project in the context in which it is inserted. We can thus consider that this new method of teaching project, is feasible and efficient for technical schools with training of mid-level professionals.
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Palavras-chave
Projeto de arquitetura, Ensino dialógico, Pedagogia do ensino, Dialogia, Escola técnica, Architecture design, Dialogical teaching, Pedagogy of teaching, Technical school