La innovación pendiente en la formación de arquitectos
Teaching is the main intentional process through which the modern society transforms human beings into heirs of its own knowledge. This intention entails a perspective of conceiving the world and the profession lying within. Different ways of being an architect have been “assumed” and the pendant ta...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Litoral
2015
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Arquisur/article/view/4942 |
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I26-R133-article-49422021-07-13T11:30:43Z La innovación pendiente en la formación de arquitectos The pendant innovation in the architectural professional training Riondet, Esp. Arq. Viviana Rivoira, Esp. Arq. Alicia arquitectura; enseñanza de arquitectura; formación profesional; innovación; responsabilidad ambiental architecture; architectural teaching; professional training; innovation; environmental responsibility Teaching is the main intentional process through which the modern society transforms human beings into heirs of its own knowledge. This intention entails a perspective of conceiving the world and the profession lying within. Different ways of being an architect have been “assumed” and the pendant task is the de- construction to understand if they match new sceneries. As habitat builders, we do not mostly get involved in the environmental responsibility which is ours; and we have an ecological debt which is urgent to assume. The environmental degradation and the social imbalance lead us to confirm that we live in an ecological predator model. The immeasurable global problems seem to demand sufficiently enough for the architectural trainers to re-examine their premises, further than mere academic techniques. Professional activity is complex; it poses ethical uncertainties, environmental considerations and political issues. Two not very compatible methodologies: the workshops and the theoretical classes, professionally train an architect. They should both be reviewed in order to verify if we are training suitable professionals to approach the understanding of the complex reality we are living in. Also to deliberate about the most rational ways of intervention in it; therefore challenges such as: ecological catastrophes, urban irrationalities or urgent needs of unprotected masses must be accepted. La enseñanza es el principal proceso intencional mediante el cual la sociedad moderna convierte a sus individuos en herederos de su saber. Esta intencionalidad conlleva una forma de ver el mundo y la profesión inserta en él. Se han «naturalizado» formas del ser arquitecto y una tarea pendiente es su de–construcción para comprender si responden a nuevos escenarios. Los constructores del hábitat mayoritariamente no nos involucramos con la responsabilidad ambiental que nos compete, y tenemos una deuda ecológica que es perentorio asumir. La degradación medioambiental y el desequilibrio social nos llevan a afirmar que vivimos en un modelo ecodepredador. Lo inconmensurable de los dramas planetarios pareciera plantear demandas suficientes para que los académicos re–examinen sus premisas, más allá de meras técnicas didácticas. La actividad profesional es compleja, plantea incertidumbres éticas, consideraciones ambientales y tensiones políticas. La formación de arquitecto reúne, no muy armónicamente, dos metodologías: taller y asignaturas. Ambos deberían ser revisados a fines de verificar si estamos formando profesionales aptos para abordar la comprensión de la realidad compleja en que se vive y para deliberar sobre los modos más racionales de intervenir en la misma aceptando desafíos como catástrofes ecológicas, irracionalidades urbanas o necesidades perentorias de masas desprotegidas. Universidad Nacional del Litoral 2015-10-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/pdf https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Arquisur/article/view/4942 10.14409/ar.v0i7.4942 ARQUISUR Revista; Vol. 5 Núm. 7: ARQUISUR REVISTA (JUL. 2015); 112-121 ARQUISUR Revista; Vol. 5 No. 7: ARQUISUR REVISTA (JUL. 2015); 112-121 ARQUISUR Revista; v. 5 n. 7: ARQUISUR REVISTA (JUL. 2015); 112-121 2250-4206 1853-2365 10.14409/ar.v0i7 spa https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Arquisur/article/view/4942/7497 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Arquisur/article/view/4942/7504 |
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Universidad Nacional del Litoral |
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I-26 |
| repository_str |
R-133 |
| container_title_str |
Biblioteca Virtual - Publicaciones (UNL) |
| language |
Español |
| format |
Artículo revista |
| topic |
arquitectura; enseñanza de arquitectura; formación profesional; innovación; responsabilidad ambiental architecture; architectural teaching; professional training; innovation; environmental responsibility |
| spellingShingle |
arquitectura; enseñanza de arquitectura; formación profesional; innovación; responsabilidad ambiental architecture; architectural teaching; professional training; innovation; environmental responsibility Riondet, Esp. Arq. Viviana Rivoira, Esp. Arq. Alicia La innovación pendiente en la formación de arquitectos |
| topic_facet |
arquitectura; enseñanza de arquitectura; formación profesional; innovación; responsabilidad ambiental architecture; architectural teaching; professional training; innovation; environmental responsibility |
| author |
Riondet, Esp. Arq. Viviana Rivoira, Esp. Arq. Alicia |
| author_facet |
Riondet, Esp. Arq. Viviana Rivoira, Esp. Arq. Alicia |
| author_sort |
Riondet, Esp. Arq. Viviana |
| title |
La innovación pendiente en la formación de arquitectos |
| title_short |
La innovación pendiente en la formación de arquitectos |
| title_full |
La innovación pendiente en la formación de arquitectos |
| title_fullStr |
La innovación pendiente en la formación de arquitectos |
| title_full_unstemmed |
La innovación pendiente en la formación de arquitectos |
| title_sort |
la innovación pendiente en la formación de arquitectos |
| description |
Teaching is the main intentional process through which the modern society transforms human beings into heirs of its own knowledge. This intention entails a perspective of conceiving the world and the profession lying within. Different ways of being an architect have been “assumed” and the pendant task is the de- construction to understand if they match new sceneries. As habitat builders, we do not mostly get involved in the environmental responsibility which is ours; and we have an ecological debt which is urgent to assume. The environmental degradation and the social imbalance lead us to confirm that we live in an ecological predator model. The immeasurable global problems seem to demand sufficiently enough for the architectural trainers to re-examine their premises, further than mere academic techniques. Professional activity is complex; it poses ethical uncertainties, environmental considerations and political issues. Two not very compatible methodologies: the workshops and the theoretical classes, professionally train an architect. They should both be reviewed in order to verify if we are training suitable professionals to approach the understanding of the complex reality we are living in. Also to deliberate about the most rational ways of intervention in it; therefore challenges such as: ecological catastrophes, urban irrationalities or urgent needs of unprotected masses must be accepted. |
| publisher |
Universidad Nacional del Litoral |
| publishDate |
2015 |
| url |
https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Arquisur/article/view/4942 |
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