O ensino de projeto de arquitetura e urbanismo e a primazia da visualidade

Abstract

The current world has been marked by a growing emphasis on image and visuality, and the field of Architecture and Urbanism is no exception. In this visually oriented cultural context, architects receive academic training that prioritizes imagery, resulting in a profound primacy of visuality in the methods and techniques of the Architecture and Urbanism field. Therefore, the research aimed to address the following question: Is there a possibility for Architecture and Urbanism professors to teach architecture and urban planning beyond visuality? The investigation sought to understand the discourses of professors in Architecture and Urbanism schools regarding the possibility of teaching architecture and urbanism beyond visuality, especially in the core knowledge area of "Architectural Design, Urban Planning, and Landscape Design. The methodology included literature and document review, questionnaire administration, and interviews, with data analyzed using the French technique of discourse analysis. In conclusion, it was found that the primacy of visuality in the field of Architecture and Urbanism is widely prevalent and deeply ingrained. Some contradictions are observed in the discourses: on one hand, the possibility of an architect without sight is mentioned, and the potential to practice and learn architecture is acknowledged. On the other hand, in pedagogical practice and the resources used, exclusively visual forms of representation still predominantly prevail, resulting in some losses and limitations in the full development of individuals, whether they have sight or not. These contradictions highlight the need for greater effort and ongoing reflection in the field of Architecture and Urbanism to overcome the supremacy of visuality and develop more inclusive and sensory-sensitive approaches. Therefore, due to this emphasis on visuality, which is reinforced in the discourses, there does not appear to be a clear perspective for Architecture and Urbanism professors in terms of the possibility of teaching Architectural and Urban Planning Design that goes beyond visuality. This is because the professors' discourses, as well as the theories, methods, and techniques in the field, reinforce this significant limitation to development without visuality.