A atuação pedagógica do professor-arquiteto no contexto da cultura digital

Abstract

This master’s thesis intends to investigate the architect-professor’s profile after digital technology having been inserted in the projecting process of the architectural project courses, analyze the influence of digital technology as a support for creating, based on studies carried out by Lévy (1993), Steele (2001), Braida et. al. (2006), and Orciuoli (2010); on creativity, supported by studies performed by Guimarães (1995) and Andrade (2006); and on architectural language, from studies by Carvalho et.al. (2002) e Matos et. al. (2010). And also to list categories emerging from the research corpus in order to interpret and present arguments expressing the understanding on the architect-professor’s profile. For that purpose, a historical research was carried out on education in architecture in order to understand how we have come to the current practices; a study on the influence of digital technology on creativity, on architectural language and as a support for creating; having its theoretical basis on Vygotsky’s social-interactionism (1998, 1990, 2001). The methodological approach started with individual semi-structured interviews, based on Gil (2009), carried out with 5 architect-professors who teach the course on architectural project using digital technology in the projecting process. The research corpus was treated under the lens of discourse text analysis proposed by Moares e Galiazzi (2007), characterizing the investigation as a qualitative research. Based on that discourse textual analysis, some categories emerged and they were interweaved with the research corpus and the theoretical references, resulting in a metatext, which expresses the comprehension we have reached on the architect-professor’s profile, endorsed by what the interviewees say and by the theoretical references, inferring that, to use digital technology as a learning tool and to Interact with the students, the architect-professor has to be inserted in the digital culture and to have qualified pedagogically. And we conclude the investigation having met the specific purposes established for the study and describing the architect-professor’s profile in face of the challenges arising from the presence of digital technology in the educational process of the architectural project course.