Revista Lusófona de Arquitectura e Educação nº 11 (2014)

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Knowledge and studio culture in Portuguese architectural schools since Bologna
(Edições Universitárias Lusófonas, 2014) Pinto, Pedro da Luz; Escola de Comunicação, Arquitetura, Artes e Tecnologias da Informação
The curricular harmonization of the European courses, the Bologna Process (1999-2009), relocated an emphasis in the specificity of architectural education inside auniversity environment. Nowadays, the architect’s basic training embraces a Master’sdegree and compromises research as an educational purpose. Furthermore, doctoralcourses and research centres are associated, framing funding and evaluation, andpressing an overall urge for professional academic production, which can move theschools away from the construction site into the library and the laboratory, turningthe learning programs into extensions of the research ones. Therefore, in the halls ofthe design studio arise the researcher-teacher-designer, professor Clark Kent (Figueira,2013). Within this scenario, the article exposes both the organizational, curricular anddidactical evolutions in Portuguese schools, and inquires the models and theknowledge, transmitted and produced, trying to foresee any paradoxes requiring an epistemological clarification.