Suchergebnisse

Abstract The aim of the current article is to address the relationship between urban dynamics and socio-environmental conflicts expressed in the territory of São Paulo Macrometropolis (MMP), which is a complex urban-regional phenomenon whose logic is mainly associated with economic and circulation flows based on different local dynamics. As the result of a research in progress, the current study is based on a methodology that associates socioeconomic and urban data analysis and the mapping of some indicators. Its main aim is to investigate conflicts associated with the dynamics of the Macrometropolis, with emphasis on relationships set among environmental vulnerability, socio-spatial inequalities and protected areas. Results have indicated that the urbanization process in the MMP, which is dispersed and lacks planning, has significant negative effects on environmental protection areas and jeopardizes their sustainability. It was possible concluding that it is necessary implementing an integrated and participatory planning process in the MMP.

This article presents reflections on the Pedagogical Course Project (PPC) which challenges the participatory and interactive teaching-learning process among its agents to act in a complex, conflicting and diverse world. It argues that training in Architecture and Urbanism must combine technical training and scientific and critical reasoning with a view to solving old and new problems, in an inter and transdisciplinary way. Based on the necessary approaches for acting and coping with the contemporary world, the article is organized around three axes that also guided the construction of the PPC: 1. coping with the formation of the student as a technical-scientific and professional reflexive political subject, 2. the intersection of "little boxes" guiding the student's experience and structuring through a plot constructed by (i) agglutinating axes that favor the intersection of content and knowledge; (ii) integrated ateliers and studios mixing content, approaches and practices and (iii) transversal crossing lines, events that sew new forms of knowledge production and 3. themes, integrating contexts and experiences that extrapolate practices into activities beyond of classrooms, which aim towards the path of extension. In this environment, new student attitudes flourish, which advocate a more active role in the collective construction, not only of the training School, but of society in constant formation, within a general framework in permanent transformation, in which technology and imbalances constitute a constant and changing theme, in the search for another and necessary sense of the world for all of us. ; Este artigo apresenta reflexões sobre o Projeto Pedagógico de Curso (PPC) que tem como desafio o processo de ensino-aprendizado participativo e interativo entre seus agentes para atuarem em um mundo complexo, conflituoso e diverso. Defende que a formação em Arquitetura e Urbanismo, deve aliar capacitação técnica e raciocínio científico e crítico com vistas a resolver velhos e novos problemas, de modo inter e ...