Design as a key for understanding, a pretext for action, a synthesis of knowledge

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dc.contributor.authorFrazão, Marta Felicidade Mateus
dc.contributor.institutionEscola de Comunicação, Arquitetura, Artes e Tecnologias da Informação
dc.date.issued2014
dc.descriptionRevista Lusófona de Arquitectura e Educação
dc.description.abstractThis paper considers the current investigation under the context of a PhD thesis.The research theme focuses on exploring possible strategies to promote and empower the Rural Territory, through the historical and cultural use of springs with therapeutic properties, in Baixo Alentejo region of Mértola, where we observe a significant concentration of bathing places, which are nowadays in a declining process.This research explores and considers the connection and complementarity between theoretical and operational field, the narrative and design, the thinking process and possible action. The main purpose of this paper is to identify some of the mechanisms and working methods that have been adopted, with special focus on the‘diagram’, understood as an essential design tool and therefore a graphic instrument that organises information, activates thinking and stimulates unexpected possibilities for action.en
dc.description.statusNon peer reviewed
dc.formatapplication/pdf
dc.identifier.citationFrazão , M F M 2014 , ' Design as a key for understanding, a pretext for action, a synthesis of knowledge ' , Revista Lusófona de Arquitectura e Educação .
dc.identifier.issn1646-6756
dc.language.isoeng
dc.publisherEdições Universitárias Lusófonas
dc.relation.ispartofRevista Lusófona de Arquitectura e Educação
dc.rightsopenAccess
dc.subjectARQUITETURA
dc.subjectMÉRTOLA
dc.subjectDESIGN ARQUITETÓNICO
dc.subjectMEIO RURAL
dc.subjectTERMALISMO
dc.subjectINVESTIGAÇÃO
dc.subjectARCHITECTURE
dc.subjectARCHITECTURAL DESIGN
dc.subjectMÉRTOLA
dc.subjectRURAL ENVIRONMENT
dc.subjectHYDROTHERAPY
dc.subjectRESEARCH
dc.titleDesign as a key for understanding, a pretext for action, a synthesis of knowledgeen
dc.typearticle

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Revista Lusófona de Arquitectura e Educação nº 11 (2014)