Pedagogical contributions of metaproyectual thinking. Learning architectural design in the university degree

Abstract

In the search for authentic learning, knowledge and information are not the only variables; It is pertinent to inquire into the processes of thinking that make the appropriation of the contents and their personal evolution possible: to redifing knowledge.

The incorporation of project practices that overcome the resolution of an specific functional problem towards opening processes that involve multiple variables, strategies and resolutions, entails an evolution in the way of understanding the disciplinary field. We define these practices as “metaprojectuals”. The objective of this paper is to analyze the contributions of learning focused on metaprojectual design to the training of architects in a case study.

The selected methodology is of exploratory type and the field of study is the Faculty of Architecture, Urbanism and Design of the National University of Mar del Plata, in the Workshop of Architectural Design 4 A-T.

In response to the question, “what does learning centered on metaprojectual design contribute to the training of architects?” We can affirm that the main contribution comes from confronting future professionals with the commitment to solve a project exercise that requires concrete and efficient responses to the prevailing social urgency, based on the management of limited resources and diverse users.

Metaprojectual thinking implies a new dimension of how we conceptualize needs and resources, in virtue of perfectible solutions.