Knowledge and studio culture in Portuguese architectural schools since Bologna

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dc.contributor.authorPinto, Pedro da Luz
dc.date.accessioned2015-07-06T19:57:25Z
dc.date.available2015-07-06T19:57:25Z
dc.date.issued2014
dc.descriptionRevista Lusófona de Arquitectura e Educaçãopt
dc.description.abstractThe 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.en
dc.formatapplication/pdf
dc.identifier.issn1646-6756
dc.identifier.urihttp://hdl.handle.net/10437/6526
dc.language.isoengpt
dc.publisherEdições Universitárias Lusófonaspt
dc.rightsopenAccess
dc.subjectARQUITETURApt
dc.subjectARCHITECTUREen
dc.subjectDESIGN ARQUITETÓNICOpt
dc.subjectARCHITECTURAL DESIGNen
dc.subjectENSINO DA ARQUITETURApt
dc.subjectARCHITECTURE TEACHINGen
dc.subjectPROCESSO DE BOLONHApt
dc.subjectBOLOGNA PROCESSen
dc.titleKnowledge and studio culture in Portuguese architectural schools since Bolognaen
dc.typearticlept

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Revista Lusófona de Arquitectura e Educação nº 11 (2014)