Ensino de projeto e aprendizagem por solução de problemas

Abstract

This paper aims to test two hypotheses about the teaching of architectural design: the first is that professional practice shapes the way of teaching of design studio teachers, who mostly do not have didactic training; the second is that most of studio teaching is based in processes that resemble the problem-based learning (PBL) approach. A survey was submitted to professors of Brazilian and foreign architecture schools, in order to verify if the hypotheses were valid and if there would be significant variations related to the location of the institutions. The results indicate that the hypotheses can be confirmed, and that we can say that the practice of the schools of architecture, despite its apparent dissociation from the scientific model that dominates the contemporary university, can point out new paths for the University.