Characterization of the learning model based on design laboratories with an emphasis on social factors.
Currently, architecture teaching processes and methodologies are guided by transdisciplinary approaches. The different procedures to address problems in the professional practice, not only lead us towards classroom and individual design, but they vindicate empowerment settings in the communities thr...
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Universidad Católica de Colombia
2014
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oai:editorial.ucatolica.edu.co:article-552021-03-15T15:27:06Z Characterization of the learning model based on design laboratories with an emphasis on social factors. Caracterización del modelo de aprendizaje a partir de laboratorios de diseño con énfasis en factores sociales. Bolaños Palacios, Alvaro Javier Aguilera Martínez, Fabián Adolfo social urban planning experimental architecture architecture teaching citizen participation social practices urbanismo social arquitectura experimental enseñanza de la arquitectura participación ciudadana prácticas sociales Currently, architecture teaching processes and methodologies are guided by transdisciplinary approaches. The different procedures to address problems in the professional practice, not only lead us towards classroom and individual design, but they vindicate empowerment settings in the communities through participative design with the applied techniques from "design laboratories" based on experience. This paper reviews learning methods within the context, in collective and experimental project settings; understanding that the "role of the designer" is guided towards creativity in order to become action and method facilitator, and towards the linkage of the different agents that take part in the construction of their surroundings. The main aim is to understand participative design, giving emphasis to the need in formulating strategies that guide architecture teaching from the processes of social participation and the formulation of models based on community experience. In conclusion, the analysis intends to give a characterization of the different instruments for instruction as an answer to context problems with a need of urban, socioeconomic, and environmental habitability. Actualmente, los procesos y las metodologías para la enseñanza de la arquitectura se orientan desde los enfoques transdisciplinares. Los distintos procedimientos para abordar los problemas en el ejercicio profesional, no solamente nos llevan al diseño individual y desde las aulas, sino que se justifican los escenarios de empoderamiento en comunidades a través del diseño participativo con técnicas aplicadas desde los "laboratorios de diseño" a partir de la experiencia. En este artículo se revisan los métodos de la enseñanza dentro del contexto, en escenarios de proyecto colectivo y experimental, entendiendo que el "rol del diseñador" se orienta a la creatividad para convertirse en facilitador de acciones y métodos, y a la vinculación de distintos agentes que participen en la construcción de su entorno. Se busca entender el diseño participativo, enfatizando la necesidad de formular estrategias que orienten la enseñanza de la arquitectura desde los procesos de participación social y la formulación de modelos a partir de la experiencia con comunidades. En conclusión, se intenta caracterizar distintos instrumentos para la instrucción como respuesta a problemas de contextos con necesidad de habitabilidad urbana, dimensión socioeconómica y medioambiental. Universidad Católica de Colombia 2014-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistadearquitectura.ucatolica.edu.co/article/view/55 10.14718/RevArq.2014.16.4 Revista de Arquitectura; Vol. 16 No. 1 (2014): January - December; 26-37 Revista de Arquitectura (Bogotá); Vol. 16 Núm. 1 (2014): Enero - diciembre; 26-37 Revista de Arquitectura; Vol. 16 No. 1 (2014): Enero - diciembre; 26-37 Revista de Arquitectura; v. 16 n. 1 (2014): Janeiro - dezembro; 26-37 2357-626X 1657-0308 spa https://revistadearquitectura.ucatolica.edu.co/article/view/55/131 https://revistadearquitectura.ucatolica.edu.co/article/view/55/901 Derechos de autor 2014 Alvaro Javier Bolaños Palacios, Fabián Adolfo Aguilera Martínez info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-nc/4.0 |
| institution |
Universidad Católica de Colombia |
| collection |
OJS |
| language |
spa |
| format |
Online |
| author |
Bolaños Palacios, Alvaro Javier Aguilera Martínez, Fabián Adolfo |
| spellingShingle |
Bolaños Palacios, Alvaro Javier Aguilera Martínez, Fabián Adolfo Characterization of the learning model based on design laboratories with an emphasis on social factors. |
| author_facet |
Bolaños Palacios, Alvaro Javier Aguilera Martínez, Fabián Adolfo |
| author_sort |
Bolaños Palacios, Alvaro Javier |
| title |
Characterization of the learning model based on design laboratories with an emphasis on social factors. |
| title_short |
Characterization of the learning model based on design laboratories with an emphasis on social factors. |
| title_full |
Characterization of the learning model based on design laboratories with an emphasis on social factors. |
| title_fullStr |
Characterization of the learning model based on design laboratories with an emphasis on social factors. |
| title_full_unstemmed |
Characterization of the learning model based on design laboratories with an emphasis on social factors. |
| title_sort |
characterization of the learning model based on design laboratories with an emphasis on social factors. |
| description |
Currently, architecture teaching processes and methodologies are guided by transdisciplinary approaches. The different procedures to address problems in the professional practice, not only lead us towards classroom and individual design, but they vindicate empowerment settings in the communities through participative design with the applied techniques from "design laboratories" based on experience. This paper reviews learning methods within the context, in collective and experimental project settings; understanding that the "role of the designer" is guided towards creativity in order to become action and method facilitator, and towards the linkage of the different agents that take part in the construction of their surroundings. The main aim is to understand participative design, giving emphasis to the need in formulating strategies that guide architecture teaching from the processes of social participation and the formulation of models based on community experience. In conclusion, the analysis intends to give a characterization of the different instruments for instruction as an answer to context problems with a need of urban, socioeconomic, and environmental habitability. |
| publisher |
Universidad Católica de Colombia |
| publishDate |
2014 |
| url |
https://revistadearquitectura.ucatolica.edu.co/article/view/55 |
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