A formação docente em projeto de arquitetura na pós-graduação stricto sensu

Abstract

Considering that the main role of the design teacher is to place project challenges and, accordingly, critically analyze the students developments to handle them, we argue that the best way to train (prepare) those teachers would be develop their analytical and critical capacity, not his proficiency as a designer. In other words, architects - with or without professional practice - would find, in the stricto sensu postgraduate course, the opportunity to develop their analytical and critical competence through the investigation of the design processes and the various factors involved in them. We argue that this entire process enable the architect to teach design disciplines. In this sense, with the purpose of contributing in this direction, we formulated a dissertation work at NPGAU / UFMG, whose main objective is the development of the future teacher in the teaching process itself, gathering the reflexive practice to the critical reflection. Thus, we seek to advance the question of the training architectural design teachers, focusing on the investigation of design exercises associated with didactic practices that could intensify the creative potential of the students or, at least, ensure that this potential was not interdicted.