Imagens vagantes e aprendizagem fragmentada: Um ensaio sobre repertório e interações híbridas no ensino de Arquitetura e Urbanismo – uma reflexão preliminar

• DOI: https://doi.org/10.22533/at.ed.6122412117

• Palavras-chave: Repertório; Ensino; Arquitetura e Urbanismo; Projeto; Imagem

• Keywords: Repertoire; Teaching; Architecture and Urbanism; Project; Image

• Abstract: In the moments before the official publication of the Diretrizes Curriculares Nacionais (DCN) for Architecture and Urban Design courses in Brazil, we propose a reflection on the teaching of architecture and more specifically on the teaching of architectural design. This essay will not focus on the discussions that made up the proposed DCN or the draft that is in the process of approval, but on the context that such courses will have to face when revisiting their curricula and curricular matrices. The focus adopted here refers to the architectural repertoire, which is subjugated to the imminent process of digitalization of life, consciousness, perception and learning of undergraduates. We identified in the literature about the context key ideas that help us understand it, which will be exposed here, taking into account the relationships between, a) time of exposure to digital, b) relationships mediated by images, and, c) fragmented learning, which we have already identified empirically in our pedagogical practices. Finally, we suggest some proposals, pedagogical interventions and reinforcements of the profession's framework to deal with this context, which can be widely discussed within the collegiate and communities of Architecture and Urban Design courses.