Recursos computacionais no ensino de arquitetura e urbanismo: um mapeamento de conteúdo de cursos no Brasil

Abstract

The growing possibility of using computational resources in the architect’s daily tasks arouses interest on architecture teaching and the content approaches provided in professional training during college years. The computer is leaving its sole role as a graphic representation tool and begins to take a role of interference in the design process and development on architectural projects. In this scenario, this research seeks to map how the teaching of computational resources on architecture and urbanism courses in Brazil, considering aspects such as recurrence, total class times, among others. For this purpose, it was adopted a subject clipping that addresses an intersection between the faculty courses highlighted as best in the national ranking. Courses were studied that attended at least two of the following three criteria: (i) being among the 50 best evaluated architecture and urbanism courses in the country according to the Enade ranking; (ii) being among the 50 best evaluated architecture and urbanism courses in the country according to the Folha de São Paulo newspaper ranking, and; (iii) be assessed with four or five stars in Editora Abril’s Student Guide. This work aims to identify the main characteristics on contents and curricular grids of these courses, highlighting common points in relation to computer resources use and linking data such as public or private institution , region of the institution’s placement, if the discipline is mandatory or elective, total class hours, and the year in which the computational content such as CAD (Computer Aided Design), BIM (Building Information Modeling), Parametric Algorithm Logic, Digital Manufacturing and Fast Prototyping, Digital Presentation and Digital Rendering appear in architecture and urbanism courses. Regarding the development methodology, the literature review and data collection using questionnaires sent to the faculty principals and teachers responsible for digital disciplines on the selected courses. The analyses demonstrate a course program profile showing computational resources being used for CAD teaching by the vast majority of institutions (90%), in addition the BIM content appear in 80% of the total course programs mapped. From the existing situation, it is proposed a study on a course syllabus implementation with digital content in architecture and urban planning courses focusing on solutions that define the minimal class times and integration with other disciplines such as Architectural Design, generating results that can be replicated in similar courses. It is concluded that mapping using faculties considered the best on national rankings helps considerably in the proposal of new class contents, however it is necessary to evaluate the resources on computational teaching implementation for more efficient definition of catalogues, course programmes and approaches.