Resumo

AVILA-GOMEZ, Andrés. Reflections on the teaching of architecture and urban planning in Colombia. Conversations with Juan Carlos Pérgolis Valsecchi, René Carrasco Rey y Juan Carlos del Castillo. Rev. Arquit. (Bogotá) [online]. 2021, vol.23, n.1, pp.3-19.  Epub 07-Jul-2021. ISSN 1657-0308.  https://doi.org/10.14718/revarq.2021.3850.

The current social and economic situation, marked by a pandemic, seems to highlight the expiration of ideas and structures which have been used for teaching since the twentieth century. In this sense, the uncertainty generated during 2020 in the university milieu regarding the immediate future of higher education is debated between the enthusiasm of some sectors for the advantages offered by new technologies and the skepticism that other sectors express regarding what may result from the avalanche of radical transformations in the ways knowledge is transmitted. The current social and economic situation, marked by a pandemic, seems to highlight the expiration of ideas and structures which have been used for teaching since the twentieth century. In this sense, the uncertainty generated during 2020 in the university milieu regarding the immediate future of higher education is debated between the enthusiasm of some sectors for the advantages offered by new technologies and the skepticism that other sectors express regarding what may result from the avalanche of radical transformations in the ways knowledge is transmitted. In this context, and specifically in the Colombian case, it is worth reflecting on a topic that until now has been treated in an isolated and rather fragmentary manner: the history of the teaching of architecture and urban planning since the creation of the first faculty of architecture in the country in 1936. In view of these findings, and with the purpose of providing new elements and perspectives, a series of interviews has been prepared with architects who over the last half century have stood out in the field of architecture and urban planning teaching in Colombian universities, and in some cases, also in Latin American ones. The interest is focused on investigating and deepening the reconstruction of those cultural and pedagogical contexts that framed and conditioned the training received by the interviewees during their time as students in architecture faculties of Colombian and foreign universities. By probing the memory of the protagonists of this story, it is hoped that this text can stimulate the interest of new generations of students and researchers in the study and knowledge of the history of the teaching of the professions evoked here.

Palavras-chave : Professional education; schools of architecture; architecture education; learning context; higher education curriculum.

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