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...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Facultad de Arquitectura, Planeamiento y Diseño | Universidad Nacional de Rosario
2024
|
| Materias: | |
| Acceso en línea: | https://www.ayp.fapyd.unr.edu.ar/index.php/ayp/article/view/492 |
| Aporte de: |
| Sumario: | 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. |
|---|