El aprendizaje constructivo como metodología en el proyecto arquitectónico = The constructive learning as a methodology in the architectural project

摘要

In the Faculty of Architecture, Design and Arts of the Pontifical Catholic University of Ecuador, we emphasize the learning of technical-architectural projects, adapting an educational approach from the field of technological essentials with a transversal knowledge between the architectural project and the tectonics of materials. The training in architecture with learning-by-doing [1] reinforces students’ experience, in order to understand the importance of selecting materials from conceptualization and project’s shape, and at the same time it enables us to deepen and enrich the technical-constructive nature of the architecture. The methodological aim of this process intends to combine learning in two different levels of knowledge. The first technical level consists in selecting a conceptual project, developed in our architectural design workshops and related to training levels (shape and function) to understand its influence on the product from the material, regarding to techniques, adaptability to a certain place and sustainability of material through time. The methodology applied is the student’s work as part of a dynamic group in the classroom, which allows him to integrate the knowledge, adapt to teamwork in order to reach a higher degree of contribution and generate development of competences in the application on the architectural project. The second technical level consists in the specific knowledge of material as a technical element, which allows to develop applied research about subjects such as usage, technical specifications and architectural-constructive detailing. The methodology used is based on research about materials and constructive systems related to essentials of sustainability and bioclimatic applied to architecture, pre-sizing of basic concrete and wood structures, and simple technical aspects of national and international building regulations. As a consequence, the student broadens his knowledge by means of testing economic feasibility in the realisation of an architectonic–constructive project, in a way that technical knowledge is complemented with a direct relation between the “value and quality” of projects aimed to its construction. In this process, students achieve to integrate the practice of constructive–architectural knowledge and they can make decisions related to use of materials, selection of a proper construction system, project feasibility and teamwork skills, in order to develop a medium-complexity project at the training level of their career.