Resumo

TONELLI, Inés. Epistemological Model of the relations between thinking and making in the process of teaching and learning Architecture. Nova scientia [online]. 2010, vol.2, n.3, pp.109-120. ISSN 2007-0705.

A presentation of an epistemological model of the education process of Architecture, academically validated, with the aim of consolidating a projectual epistemology of this discipline capable of feeding both the formation and the profession. Social changes demand a deep consideration of the new procedures in the projectual field and its reflection in the education. Architecture and in particular the projectual knowledge haven't succeeded in the instauration of a research field around the projectual activity, therefore around knowledge that does not yet exist. The psychological need of architects for scientifically validation leads to the contemporary phenomenon of using epistemology for legitimating the practice of architecture. For this reason is of main importance to understand the need of revising theories, methodologies and techniques of Architecture in its most specific and medullar field: the projectual activity. In the book "The Sciences of the Artificial" Simon Herbert offers a new look into the epistemology of knowledge for projectual disciplines, in which the moment of pre-figuration and creation act as mediators between the subject and the object or the existing cultural environment, is not about knowing what it exists but about investigation and theorization of what it doesn't yet exist. The proposed model retains a vision of integrity of the relation subject-object-knowledge, involving knowledge that does not yet belong to reality, that arise from the systematic and critic consideration of the design process and that considers the complexity of Architecture by considering as inseparable the elements that constitute the totality, where is possible to verify the existence of an interdependent weave in the relation of the creative subject with the knowledge that is created in the moment in which the project is developed and the practical knowledge that results from reality.

Palavras-chave : projectual epistemology; design process; creative thinking; didactic transposition.