Pensamento complexo e ensino por competências no curso de arquitetura e urbanismo

Abstract

The teaching of Architecture and Urbanism in Brazil has been challenged to seek a new paradigm in the training of its professionals. It discusses the necessary overcoming of the posture of architect professors who recognize themselves more as professionals than as teachers and the linear structuring of curricular matrices that, by offering isolated disciplines, make it difficult to exercise a systemic perspective, so important for this profession. This article aims to analyze the implementation process of the teaching by competences approach that welcomed the opening to complex thinking, at an Architecture and Urbanism course, presenting the report of teachers who experienced this process. We sought to answer the research problem: in search of overcoming conservative teaching, the reception of complex thinking as an epistemological conception for the implementation of the teaching approach by competences, in the view of teachers, can open the way to a new perspective of teaching for the Architecture and Urbanism course? In order to base the intended reflections, the origins of current practices in the teaching of Architecture and Urbanism are addressed, moving on to the proposal for the foundation of a new pedagogical perspective anchored in the concepts of teaching by competences and in the vision of complexity. The data used to respond to this investigation are part of the doctoral research of one of the authors, who adopted Charmaz's propositions (2009) to build, analyze and arrive at a grounded theory. At the end, relevant considerations are made about the proposed perspective for the teaching of Architecture and Urbanism.