Between knowledge and skills in teaching design courses in architecture integrated in Bologna
Keywords:Competências, conhecimento, arquitetura, projeto, ensino
In the teaching of design in architecture courses integrated in Bologna becomes evident the central importance of the student in the teaching/learning process.
If the antinomy process/product is recurrent in didactic and pedagogical atmosphere in our historical context and teaching experience, others seem to arise with greater acuity, interest and additional platforms to enriching the debate, such as the relationship between problem/solution, knowledge/skills and experience/awareness.
In these scenarios of antinomic problematic is important to understand the special role of the teacher and student, especially, to know how to organize the relative weights of each component during the academic years of two different cycles.
It seems clear that the importance of process and product is not the same along the different academic years. It is also a fact that the teacher's role in the construction of the solution or of the problem is variable in the progression of learning, especially because the student needs to gain greater autonomy and judgment.
Also, the acquisition of skills (reinforcing the disciplinary culture and methodological aspects) must constitute themselves as nuclear (1st cycle) and the knowledge (as global problematic) can be worked when the student has more autonomy and critical consciousness (2nd cycle).
Because the experience of “to do” it isn’t always simultaneous of the awareness of “to know”, the optional courses should only provide eventual specialization in the 2nd cycle of studies.
Authors who publish with this journal agree to the following terms:
A. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal
B. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
C. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).