Uma estratégia de ensino para estimular o uso de múltiplas linguagens arquitetônicas em resposta a tecnologias digitais emergentes

Auteurs-es

DOI :

https://doi.org/10.18830/issn.1679-0944.n26.2020.13

Mots-clés :

Cliente; linguagens arquitetônicas; projeto e fabricação digitais.

Résumé

As novas tecnologias de projeto e de fabricação digitais têm tido um impacto reduzido na produção de uma arquitetura menos repetitiva e que explore as novas fronteiras de linguagens arquitetônicas proporcionadas por esses recursos. O ensino de arquitetura desempenha um papel significativo na reprodução deste problema. Relata-se aqui uma estratégia inovadora e única de ensino que vem sendo implementada, avaliada e aperfeiçoada há aproximadamente uma década. A ênfase desta estratégia consiste na inclusão de requisitos de linguagem arquitetônica nos programas de necessidade apresentados em um certo ateliê de projeto. Foi feita uma releitura objetiva e comparativa de dois grupos de projetos obtidos em atividades desenvolvidas em sala de aula. Após vários anos de ensino nessas premissas, os resultados são promissores.

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Publié-e

2020-05-28

Comment citer

Furtado Silva, N., & Maciel Furtado Silva, L. (2020). Uma estratégia de ensino para estimular o uso de múltiplas linguagens arquitetônicas em resposta a tecnologias digitais emergentes. Paranoá, 13(26), 185–204. https://doi.org/10.18830/issn.1679-0944.n26.2020.13

Numéro

Rubrique

Dossiê de Tecnologia, Ambiente e Sustentabilidade

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