Resumo

COSTA, Francisco António Ribeiro da. Architectural projects as operative synthesis: a programmatic hypothesis. Intersticios sociales [online]. 2018, n.15, pp.49-82. ISSN 2007-4964.

Those responsible for the task of teaching architecture consider various ways of stimulating participation in learning through the use of diverse pedagogical tools in order to rationalize students’ creative processes and increase their efficacy. For this reason, the course entitled architectural projects (AP) should be conceived as a holistic and systemic process.

This essay derives from a process of reflection on the teaching of architecture. The concepts utilized result from experimentation with, and the discussion and application of, pedagogical methodologies selected by the author in an effort to consolidate the creativity applied by students’. The proposal is to expound the solutions that have been deemed efficacious for creating an intellectual milieu that nourishes the course, as an operative synthesis in the latter stages of the study program. These considerations form part of the educational model that the essay proposes, which has a two-part structure: first, the elucidation of pedagogical and methodological theories applied in teaching architecture, which seek to respect students’ learning process; and, second, formulating the structure of the (AP) course itself by proposing effective methods of evaluation, and positing an operative synthesis for teaching architecture.

Palavras-chave : architecture; teaching-learning; architectural project.

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