EVALUATION OF COLLECTIVE CRITICAL ANALYSIS OF DESIGN FROM THE PERSPECTIVE OF ARCHITECTURE AND URBANISM STUDENTS

EVALUATION OF COLLECTIVE CRITICAL ANALYSIS OF DESIGN FROM THE PERSPECTIVE OF ARCHITECTURE AND URBANISM STUDENTS

The prevalence of teaching-learning environments of design characterized by a rigid hierarchical structure has been recurrently cited as a problem to be faced for the sake of training critical professionals committed to social welfare. Bearing in mind the need to raise students to act as co-producer...

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Glavni autor: Barros, Paula
Format: Online
Jezik:por
Izdano: Universidade de São Paulo. Instituto de Arquitetura e Urbanismo 2016
Online pristup:https://www.revistas.usp.br/gestaodeprojetos/article/view/99202
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institution Universidade de São Paulo
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author Barros, Paula
spellingShingle Barros, Paula
EVALUATION OF COLLECTIVE CRITICAL ANALYSIS OF DESIGN FROM THE PERSPECTIVE OF ARCHITECTURE AND URBANISM STUDENTS
author_facet Barros, Paula
author_sort Barros, Paula
title EVALUATION OF COLLECTIVE CRITICAL ANALYSIS OF DESIGN FROM THE PERSPECTIVE OF ARCHITECTURE AND URBANISM STUDENTS
title_short EVALUATION OF COLLECTIVE CRITICAL ANALYSIS OF DESIGN FROM THE PERSPECTIVE OF ARCHITECTURE AND URBANISM STUDENTS
title_full EVALUATION OF COLLECTIVE CRITICAL ANALYSIS OF DESIGN FROM THE PERSPECTIVE OF ARCHITECTURE AND URBANISM STUDENTS
title_fullStr EVALUATION OF COLLECTIVE CRITICAL ANALYSIS OF DESIGN FROM THE PERSPECTIVE OF ARCHITECTURE AND URBANISM STUDENTS
title_full_unstemmed EVALUATION OF COLLECTIVE CRITICAL ANALYSIS OF DESIGN FROM THE PERSPECTIVE OF ARCHITECTURE AND URBANISM STUDENTS
title_sort evaluation of collective critical analysis of design from the perspective of architecture and urbanism students
description The prevalence of teaching-learning environments of design characterized by a rigid hierarchical structure has been recurrently cited as a problem to be faced for the sake of training critical professionals committed to social welfare. Bearing in mind the need to raise students to act as co-producers of knowledge, this article aims to investigate how Collective Critical Analysis of Design, a type of group crits that has been applied in workshops which deals with rehabilitation of urban areas and buildings, is evaluated by the students of architecture and urbanism at Federal University of Minas Gerais. The qualitative analysis of the data obtained through the application of a questionnaire indicates that, according to the perceptions of students, the Collective Critical Analysis of Design, depending on the abilities and skills of the teacher, can facilitate the generation of a critiquing setting more horizontal and favourable to the development of the ability to (self) critique and autonomy of the students. Among the other benefits associated with the technique, it is necessary to emphasize: (i) expansion of the reference framework, (ii) promotion of collective learning, (iii) optimization of design process, (iv) promotion of creativity, and (v) development of skills required by teamwork, such as communicating, listening, asking and arguing in front of a group.
publisher Universidade de São Paulo. Instituto de Arquitetura e Urbanismo
publishDate 2016
url https://www.revistas.usp.br/gestaodeprojetos/article/view/99202
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spelling oai:revistas.usp.br:article-992022020-07-05T18:59:26Z EVALUATION OF COLLECTIVE CRITICAL ANALYSIS OF DESIGN FROM THE PERSPECTIVE OF ARCHITECTURE AND URBANISM STUDENTS AVALIAÇÃO DA ANÁLISE CRÍTICA COLETIVA DE PROJETO SOB A ÓTICA DOS ESTUDANTES DE ARQUITETURA E URBANISMO Barros, Paula Crítica Autonomia Ensino-aprendizagem de projeto. Criticism Autonomy Teaching-learning design. The prevalence of teaching-learning environments of design characterized by a rigid hierarchical structure has been recurrently cited as a problem to be faced for the sake of training critical professionals committed to social welfare. Bearing in mind the need to raise students to act as co-producers of knowledge, this article aims to investigate how Collective Critical Analysis of Design, a type of group crits that has been applied in workshops which deals with rehabilitation of urban areas and buildings, is evaluated by the students of architecture and urbanism at Federal University of Minas Gerais. The qualitative analysis of the data obtained through the application of a questionnaire indicates that, according to the perceptions of students, the Collective Critical Analysis of Design, depending on the abilities and skills of the teacher, can facilitate the generation of a critiquing setting more horizontal and favourable to the development of the ability to (self) critique and autonomy of the students. Among the other benefits associated with the technique, it is necessary to emphasize: (i) expansion of the reference framework, (ii) promotion of collective learning, (iii) optimization of design process, (iv) promotion of creativity, and (v) development of skills required by teamwork, such as communicating, listening, asking and arguing in front of a group. A prevalência de ambientes de ensino-aprendizagem de projeto caracterizados por uma rígida estrutura hierárquica tem sido recorrentemente apontada como um problema a ser enfrentado em prol da formação de profissionais críticos e compromissados com o bem-estar social. Diante da necessidade de elevar os alunos a coprodutores do conhecimento ao longo do processo de ensino-aprendizagem de projeto, o artigo objetiva investigar como a Análise Crítica Coletiva de Projeto (ACCP), uma modalidade de assessoramento coletivo de projeto que vem sendo aplicada na oficina Problemas de requalificação de áreas e edificações urbanas, é avaliada pelos alunos do curso noturno de Arquitetura e Urbanismo da Universidade Federal de Minas Gerais (UFMG). A análise qualitativa dos dados obtidos através da aplicação de um questionário indica que, segundo a percepção dos discentes, a ACCP, dependendo das habilidades e competências do professor, pode facilitar a criação de um ambiente de ensino-aprendizagem mais horizontal e propício ao desenvolvimento da capacidade de (auto)crítica e autonomia dos alunos. Dentre os outros benefícios associados à técnica, cabe destacar: (i) ampliação do quadro de referência; (ii) promoção da aprendizagem coletiva; (iii) otimização da produção projetual; (iv) promoção da criatividade; e (v) desenvolvimento de habilidades requeridas pelo trabalho em equipe, como a de apresentar, comunicar, ouvir, perguntar e argumentar diante de um grupo. Universidade de São Paulo. Instituto de Arquitetura e Urbanismo 2016-04-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado Por Pares pesquisa exploratória Peer Reviewed Evaluado por Pares application/pdf https://www.revistas.usp.br/gestaodeprojetos/article/view/99202 10.11606/gtp.v11i1.99202 Gestão & Tecnologia de Projetos; v. 11 n. 1 (2016): Reflexões e Inovações no Ensino de Projeto em Arquitetura, Urbanismo e Design; 83-94 Gestão & Tecnologia de Projetos (Design Management and Technology); Vol. 11 No. 1 (2016): Reflections and innovations in the teaching of design in architecture, urbanism and design; 83-94 Gestão & Tecnologia de Projetos (Gestión y tecnología de proyectos); Vol. 11 Núm. 1 (2016): Reflexiones e innovaciones en la enseñanza del diseño en arquitectura, urbanismo y diseño; 83-94 1981-1543 por https://www.revistas.usp.br/gestaodeprojetos/article/view/99202/111709 Copyright (c) 2016 Paula Barros

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