Please use this identifier to cite or link to this item: https://hdl.handle.net/10316/33726
DC FieldValueLanguage
dc.contributor.authorMoniz, Gonçalo Canto-
dc.date.accessioned2016-12-20T11:25:41Z-
dc.date.available2016-12-20T11:25:41Z-
dc.date.issued2010-
dc.identifier.issn0254-1106por
dc.identifier.issn2182-7435por
dc.identifier.urihttps://hdl.handle.net/10316/33726-
dc.description.abstractA regulamentação da reforma do ensino da arquitectura em 1957 inicia um processo de transformações sucessivas no quotidiano dos cursos de arquitectura que irá culminar com uma crise no ano de 1969. Ao longo de uma década de funcionamento, a nova orgânica proposta pela reforma não conseguiu, na sua globalidade, introduzir uma nova pedagogia nem democratizar o funcionamento das escolas, ficando refém do autoritarismo do Ministério da Educação. No entanto, a sua rigidez científica e administrativa estimulou professores e alunos a desenvolver estratégias, quer de projecto, quer de reflexão e debate, que procuraram promover a função social do arquitecto atento aos problemas da sociedade e da cidade, por oposição ao arquitecto tecnocrático. Nos anos de 1968 e 1969 as duas escolas, tal como a universidade e a sociedade, politizam o seu discurso. Os estudantes e os professores reivindicam abertamente alterações profundas na gestão da escola, nos métodos pedagógicos e nos objectivos do ensino, exigindo a reforma da Reforma de 57. Este texto aborda os momentos críticos deste processo de consciencialização política e social dos estudantes, que procura recolocar o papel da Escola no debate sobre a formação e sobre a profissão de arquitecto. No final de 1969 as escolas de arquitectura estão em crise, porque a universidade está em crise, mas também porque a profissão está crise.por
dc.description.abstractThe 1957 regulations for the reform of the teaching of architecture initiated a process of successive changes in everyday practices in architecture courses that would culminate in a crisis in 1969. During the decade in which it was in force, the new system proposed by the reform proved incapable of introducing new teaching methods or democratising the way in which the schools were run, and remained bound by the authoritarianism of the Ministry of Education. However, its academic and administrative rigidity encouraged teachers and students to develop strategies, involving both planning and reflection and debate, aimed at promoting the social function of the architect as a professional concerned with the problems of society and the city, as opposed to the technocratic architect. In 1968 and 1969 the architecture schools in Lisbon and Oporto, like the university and society in general, politicised their discourse. Students and teachers openly called for major changes in school management, teaching methods and educational objectives, demanding a reform of the 1957 Reform. This text explores the critical moments in this process of growing political and social awareness amongst students, who sought to reposition the role of the school in the debate on training and the profession of the architect. At the end of 1969, the architecture schools were in crisis because both the university and the profession itself were in crisis.por
dc.description.abstractLa réglementation de la réforme de l’enseignement de l’architecture en 1957 marque le début d’un processus de transformations successives dans le quotidien des cours d’architecture qui culminera par une crise en 1969. Au long d’une décennie de fonctionnement, la nouvelle organique proposé par la réforme ne parvint pas, dans sa globalité, à introduire une nouvelle pédagogie non plus qu’à démocratiser le fonctionnement des écoles, restant captive de l’autoritarisme du Ministère de l’Éducation. Cependant, sa rigidité scientifique et administrative stimula professeurs et élèves à développer des stratégies, tant de projet, que de réflexion et débat, qui cherchèrent à promouvoir la fonction sociale de l’architecte attentif aux problèmes de la société et de la ville, par opposition à l’architecte technocrate. En 1968 et 1969 les écoles d’architecture de Lisbonne et Porto, tout autant que l’université et la société, politisent leur discours. Les étudiants et les professeurs revendiquent ouvertement des changements profonds dans la gestion de l’école, dans les méthodes pédagogiques et dans les objectifs de l’enseignement, en exigeant la réforme de la Réforme de 57. Ce texte aborde les moments critiques de ce processus de consciencialisation politique et sociale des étudiants, qui cherchent à replacer le rôle de l’École dans le débat sur la formation et sur la profession d’architecte. À la fin de l’année 1969 les écoles d’architecture sont en crise, parce que l’université est en crise, mais aussi parce que la profession est en crise.por
dc.language.isoporpor
dc.publisherCentro de Estudos Sociaispor
dc.rightsopenAccesspor
dc.subjectArquiteturapor
dc.subjectCrise académicapor
dc.subjectEnsino da arquiteturapor
dc.subjectMovimentos estudantispor
dc.titleA formação social do arquitecto: Crise nos cursos de arquitectura, 1968‑1969por
dc.typearticle-
degois.publication.firstPage56por
degois.publication.lastPage76por
degois.publication.locationCoimbrapor
degois.publication.titleRevista Crítica de Ciências Sociaispor
dc.relation.publisherversionhttp://rccs.revues.org/4163por
dc.peerreviewedyespor
dc.identifier.doi10.4000/rccs.4163por
degois.publication.volume91por
uc.controloAutoridadeSim-
item.openairetypearticle-
item.languageiso639-1pt-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
item.grantfulltextopen-
item.fulltextCom Texto completo-
crisitem.author.researchunitCES – Centre for Social Studies-
crisitem.author.parentresearchunitUniversity of Coimbra-
crisitem.author.orcid0000-0002-1890-1953-
Appears in Collections:I&D CES - Artigos em Revistas Nacionais
Files in This Item:
Show simple item record

Page view(s) 10

933
checked on Mar 26, 2024

Download(s) 50

423
checked on Mar 26, 2024

Google ScholarTM

Check

Altmetric

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.