Los talleres híbridos: Metáforas, imaginarios y tecnologías educativas en la enseñanza de arquitectura
For anyone who has studied in an Architecture faculty, at least in Argentina, talking about the “workshop” can be something absolutely daily. For more than a hundred years it has been unquestionably conceived as a place where you “learn by doing.” As with most words, no one questions every day what...
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Facultad de Arquitectura, Planeamiento y Diseño | Universidad Nacional de Rosario
2024
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| Acceso en línea: | https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/492 |
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I15-R196-article-4922024-12-11T23:28:47Z Los talleres híbridos: Metáforas, imaginarios y tecnologías educativas en la enseñanza de arquitectura Vazquez, Laura Josefina enseñanza taller metáfora hibridez arquitectura For anyone who has studied in an Architecture faculty, at least in Argentina, talking about the “workshop” can be something absolutely daily. For more than a hundred years it has been unquestionably conceived as a place where you “learn by doing.” As with most words, no one questions every day what it means in other contexts, where it comes from, or why they are not called classrooms. It’s because it is a dead metaphor, that hides ideological connotations and characteristic images which are not visible every time it is mentioned. “Workshop” comes from artilaria, atelier or lehrwerkstatt in different languages, all expressions particularly linked to productive technologies of each era. For this reason, this article presents a study of the unsaid of the workshop that reveals behind its metaphor, to think about what it says about the world in terms of educational technologies and thus recognize the limits and borders in which it is possible to imagine " hybrid workshops” nowadays. Returning briefly to the history and semantics of the workshop offers a new framework for thinking about digital educational technologies in architecture teaching, beyond the context of emergency and post-pandemic education. Para toda aquella persona que se haya formado en una facultad de arquitectura, al menos de la Argentina, hablar del taller puede resultar absolutamente cotidiano. Hace más de cien años se lo concibe indiscutidamente como un lugar donde se aprende haciendo. Como sucede con la mayoría de las palabras, nadie se cuestiona a diario qué significa en otros contextos, de dónde proviene o por qué no se llaman aulas. Es porque se trata de una metáfora muerta, que esconde connotaciones ideológicas e imágenes características que no son visibles cada vez que se menciona. El término taller proviene de artilaria, atelier o lehrwerkstatt en las distintas lenguas, todas expresiones particularmente vinculadas a tecnologías productivas de cada época. Por eso, este artículo presenta un estudio de lo no dicho del taller que se revela detrás de su metáfora, para pensar lo que esta dice en cuanto a tecnologías educativas y así reconocer los límites y fronteras en que es posible imaginar talleres híbridos en la actualidad. Volver brevemente sobre la historia y la semántica del taller ofrece un nuevo marco para pensar las tecnologías educativas digitales en la enseñanza de arquitectura, superado el contexto de educación de emergencia y pos-pandemia. Facultad de Arquitectura, Planeamiento y Diseño | Universidad Nacional de Rosario 2024-12-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/492 10.35305/23626097v11i21.492 A&P Continuidad; Vol. 11 Núm. 21 (2024): DOCENCIA EN ARQUITECTURA Y DISEÑO: ¿QUÉ HAY DE NUEVO? 2362-6097 2362-6089 spa https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/492/600 https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/492/623 https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/492/624 Derechos de autor 2024 A&P Continuidad http://creativecommons.org/licenses/by-nc-sa/4.0 |
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Universidad Nacional de Rosario |
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| language |
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Artículo revista |
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enseñanza taller metáfora hibridez arquitectura |
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enseñanza taller metáfora hibridez arquitectura Vazquez, Laura Josefina Los talleres híbridos: Metáforas, imaginarios y tecnologías educativas en la enseñanza de arquitectura |
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enseñanza taller metáfora hibridez arquitectura |
| author |
Vazquez, Laura Josefina |
| author_facet |
Vazquez, Laura Josefina |
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Vazquez, Laura Josefina |
| title |
Los talleres híbridos: Metáforas, imaginarios y tecnologías educativas en la enseñanza de arquitectura |
| title_short |
Los talleres híbridos: Metáforas, imaginarios y tecnologías educativas en la enseñanza de arquitectura |
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Los talleres híbridos: Metáforas, imaginarios y tecnologías educativas en la enseñanza de arquitectura |
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Los talleres híbridos: Metáforas, imaginarios y tecnologías educativas en la enseñanza de arquitectura |
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Los talleres híbridos: Metáforas, imaginarios y tecnologías educativas en la enseñanza de arquitectura |
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los talleres híbridos: metáforas, imaginarios y tecnologías educativas en la enseñanza de arquitectura |
| description |
For anyone who has studied in an Architecture faculty, at least in Argentina, talking about the “workshop” can be something absolutely daily. For more than a hundred years it has been unquestionably conceived as a place where you “learn by doing.” As with most words, no one questions every day what it means in other contexts, where it comes from, or why they are not called classrooms. It’s because it is a dead metaphor, that hides ideological connotations and characteristic images which are not visible every time it is mentioned. “Workshop” comes from artilaria, atelier or lehrwerkstatt in different languages, all expressions particularly linked to productive technologies of each era. For this reason, this article presents a study of the unsaid of the workshop that reveals behind its metaphor, to think about what it says about the world in terms of educational technologies and thus recognize the limits and borders in which it is possible to imagine " hybrid workshops” nowadays. Returning briefly to the history and semantics of the workshop offers a new framework for thinking about digital educational technologies in architecture teaching, beyond the context of emergency and post-pandemic education. |
| publisher |
Facultad de Arquitectura, Planeamiento y Diseño | Universidad Nacional de Rosario |
| publishDate |
2024 |
| url |
https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/492 |
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