INNOVATIVE DIDACTIC INITIATIVES APPLIED TO THE TEACHING OF

Transcription

First International Forum on Academic Teaching
Social Inclusion and Information and Communication Technology
INNOVATIVE DIDACTIC INITIATIVES
APPLIED TO THE TEACHING OF
STRUCTURES IN BRAZILIAN SCHOOLS OF
ARCHITECTURE AND URBANISM
Rita de Cássia Pereira Saramago
João Marcos de Almeida Lopes
October/2011
STRUCTURES IN BRAZILIAN SCHOOLS OF ARCHITECTURE AND URBANISM
STRUCTURE OF THIS WORK
1.
INTRODUCTION: The importance of structures to architects
2.
LITERATURE REVIEW: didactic and methodological aspects suggested by authors
3.
PIONEERING LEARNING EXPERIENCES AND DISCUSSIONS: Mapping of the
Brazilian initiatives
4.
2
CONSIDERATIONS: Critical analysis of the experiences and discussions
1. INTRODUCTION
3

Architectural design
require support from related fields

Technological innovations
structural complexity has increased

Importance of structures
consistent solutions
new solutions
1. INTRODUCTION
4

Investigation of the educational process in order to identify deficiencies

Relationship between educational process and professional performance

Teaching of Structures
structural feeling
2. LITERATURE REVIEW
5

Early structural design

17th and 18th centuries
Scientific Knowledge (Mathematics and Physics)

20th century
Materials Science (Experimental analysis)

Publication of research results
observation
materials knowledge
geometry

Reduced physical models
Pippard (1947)
Rocha (1952)
Torroja (1958)
Salvadori & Heller (1963)

Numerical models
Torroja (1958)
Salvadori & Levy (1967)

6
Nervi (1951)
Development of physical intuition
Deformations indicate structural behavior
Testing intuition
They are results and not the origin of the design
teaching problem: only analytical approach

Materials knowledge
Torroja (1958)
Cassie & Napper (1952)

Observation of nature
Thompson (1917)
Otto (1958)
Hertel (1966)
Gordon (1978)
7
Message of the material
Properties determine the most appropriate systems
The same physical principles act on natural structures
Optimization and economy of means

Analysis of history
Salvadori (1980)
8
Creation of structural repertoire
New system created from the old one

Suggested aspects:
1.
2.
3.
4.
Development of physical intuition;
Knowledge of materials properties and construction techniques;
Observation of natural structures;
Analysis of historical examples.
3. PIONEERING LEARNING EXPERIENCES AND DISCUSSIONS

Beginning of reflections on strucutures – Polillo (1968) at FAU/UFRJ
o
o
Excess of analytical approach
New educational proposal
Discipline
Composition and modeling of structures
Statics of rigid bodies
Statics of elastic bodies
Steel and wood structures
Reinforced and prestressed concrete structures I
Reinforced and prestressed concrete structures II
Experimental analysis
Structural composition applied to architecture
o
9
Year
1
2
2
3
3
4
4
5
Creation of qualitative discipline at FAU/UFRJ
Period
2º
1º
2º
1º
2º
1º
2º
1º
Fase
Intuition
Analysis
Intuition and Analysis
Link with Design

Aluízio Margarido and Mario Franco at FAU-USP
Models

History
Practical works
National Conference on Structures (1974)
Structures at the beginning
Historical approach
Qualitative Analysis
Quantitative Analysis
Integration with Project
10

FAU SANTOS
experimentation on housing
1970

Faculdade de São José
integration of knowledge areas
1971-75

FAU USP
Integrated Course of First Year
1975-87
ARCHITECTURAL DESIGN
INDUSTRIAL DESIGN
URBAN PLANNING
CONSTRUCTION
11

Farias Brito
full-scale prototypes
1970

Belas Artes
1981-86
12
concepts
observation (nature/ human body)
models
numerical exercises and prototypes

Belas Artes
PUC-Camp
USJT
1981-86
PUC-Camp
13
1980
1990
USJT

UNIMEP
relationship with construction site
1994

FAUUSP
1993
14
Experimental Construction Site

Theoretical works
o
Rebello (1993)
fragmented teaching
new teaching proposal (independence of the student)
o
Leite (2005)
devaluation of technological training
3 concepts:
architect is a builder
curriculum as integral experience
technology as invention
o
Di Pietro (2000)
testing the experimental approach
o
Ronconi (2002)
defense of the experimental construction site
15

PUC Minas
curriculum reform
2008

EESC/USP
2008
16
course: “Construction Site-School”

Ano 2000
resumption of previous experiences
2008
• UFRJ FAU-USP

FAU-USP
dual training FAU-Poli
2004

17
Aspects defended by foreign authors are present in the Brazilian experiences
4. CONSIDERATIONS
18

Approaches:
o
o
o
o
o
o
o
Integral reform of courses
Use of models for the development of physical intuition
Creation of full-scale prototypes
Implementation of constructive experimentation at construction sites
Organization of laboratories for practical exercises and extension projects
Production of prototypes according to principles of prefabrication
Adoption of computer technology

Two problems:
o
o
General training of architects
Specific training of architects on structural behavior
4. CONSIDERATIONS
19



Resumption of principles from previous experiences
Implementation of similar experiences
Interruption of experiences

Problems occur when resources are understood as ends and not means

Polillo’s proposal (1968) is still valid: it brings together tools for better teaching
Unresolved Issues
INNOVATIVE DIDACTIC INITIATIVES APPLIED TO THE TEACHING OF STRUCTURES IN BRAZILIAN SCHOOLS OF ARCHITECTURE AND URBANISM
20
The authors thank CAPES for supporting the research

INNOVATIVE DIDACTIC INITIATIVES APPLIED TO THE TEACHING OF

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