Modelagem e visualização na prática de cálculo estrutural

Abstract

At Brazilian architecture schools, structure teaching rarely incorporates advanced 3D digital tools. Many courses are superficial, and rely on outdated leaflets and rough representations, which complicate understanding for students unfamiliar with construction sites. Lecturers seem to assume that architects require the knowledge to understand and value engineers' solutions, but not to propose structural concepts. Aiming to discover if and how this common teaching practice mirrors professional practice, the first author of this paper, an undergraduate student, conducted interviews with structural engineers and observations in their offices. We then analysed the results together. They show that the interview partners working more often on unconventional commissions actually do explore digital visualization and modelling as a means of structural analysis, discussion with architects, and integration of technical and economic requirements into their designs. On the other hand, the interview partners working mostly for the ordinary building industry use digital 3D tools rather to present than to create solutions. The research also indicates that it is common to split complex architectural forms into simple elements, easier to calculate, even if structurally less efficient. Meetings with architects, discussions on structural concepts, and unusual calculations tend to be seen as a waste of time. In this sense, structure teaching in architecture schools conforms to main professional practice, but not to the available tools. Using them in teaching would imply changes in this professional practice.