Ateliê digital integrado: segundo ano da experiência de ensino de projeto arquitetônico mediado por computador
This article presents and discusses the results achieved in 2017 by students of the undergraduate course in Architecture and Urbanism at Federal University of Bahia, in the subjects Ateliê I (with new students) and Ateliê II (with second year students), which were taught simultaneously, composing th...
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| Main Authors: | , , , |
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| Formato: | Online |
| Idioma: | por |
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Universidade de São Paulo. Instituto de Arquitetura e Urbanismo
2020
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| Acceso en liña: | https://www.revistas.usp.br/gestaodeprojetos/article/view/163235 |
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| Summary: | This article presents and discusses the results achieved in 2017 by students of the undergraduate course in Architecture and Urbanism at Federal University of Bahia, in the subjects Ateliê I (with new students) and Ateliê II (with second year students), which were taught simultaneously, composing the Digital Integrated Ateliê. This activity is an offshoot of Ateliê Digital (ARQ 016), held in 2016, when the first class was offered to first year students of the course, with very significant results. The pedagogical proposal developed was based on the assumption that the teaching of architectural design in a digital environment can be advantageous from the early grades, and in this case, the creation of the two Digital Atelier classes (2016 and 2017) adopted the wide use of the computer as the main resource for research, development of activities and presentation of projects. The active teaching-learning methodology sought to stimulate the development of creativity and independence in students. As a result, it was found that the use of the computer potentiated the design, leading to a longer time dedicated to the discussion about the solution of the architectural problem, favoring teaching and learning. At the end of the Digital Integrated Ateliê (2017), students demonstrated maturity and autonomy in design, with well-founded and well-developed proposals. The level of development of the project proposals and the technical representation was compatible with the requirements of Ateliê I (preliminary study) and Ateliê II (preliminary project), without any prejudice to the exploitation of form or creativity. This article presents issues related to the operationalization of the activity, integrating classes from different years, discusses some difficulties encountered in the process and how they were overcome, among other aspects. By discussing this innovative and successful practice, it is expected to contribute to accelerate the adoption of computational tools in project teaching in undergraduate courses in Architecture and Urbanism. |
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