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

Neander Furtado Silva; Lilian Maciel Furtado Silva

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

Autores

Neander Furtado Silva Universidade de Brasilia, Faculdade de Arquitetura e Urbanismo https://orcid.org/0000-0001-8531-2852
Lilian Maciel Furtado Silva Universidade de Brasilia, Programa de Pós-Graduação da FAU/UnB https://orcid.org/0000-0001-8138-7478

DOI:

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

Palavras-chave:

Cliente; linguagens arquitetônicas; projeto e fabricação digitais.

Resumo

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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