Pedagogía de la energía en la proyectación arquitectónica y el urbanismo
- Autores: Andrés Lozano Reyes
- Directores de la Tesis: Isabel Crespo Cabillo (dir. tes.), Helena Coch Roura (dir. tes.)
- Lectura: En la Universitat Politècnica de Catalunya (UPC) ( España ) en 2015
- Idioma: español
- Tribunal Calificador de la Tesis: Vicente Blanca Giménez (presid.), Jaime Roset Calzada (secret.), María López de Asiain Alberich (voc.)
- Materias:
- Enlaces
- Tesis en acceso abierto en: TDX
- Resumen
The following research work has directed its efforts towards the study of the cognitive process in projecting architecture and urbanism. There is a naed to reorient this projection to a current pedagogical framework in terms of sustainability due to the actual narrow link between architecture and nature that has been neglected as a consequence of the industrial progress, the economic outburst, the ongoing concept of development and many other variables. Schools of Architecture gather the top performing professionals, but to the best of our knowledge none of them have a degree as teachers or educators of future architects specifically in the area of building and urban projection. This situation motivated the research of the present doctoral thesis together with the need to promote and develop an ethical attitude towards the environmant in architects to be. This implies the goal of conducting them to the appreciation of the environmental variables that instead of diminishing the poetical potential of a building or urban conglomerate, enhance aspects like transparency, light, forms and materials in relation to the landscape. As priority in the development of the different variables that the students must control and process, this document was organized to offer strategies, methods and techniques that allow these students to leam how to "feel and perceive" the numerous sansitive, mathematical and cultural data of a site in order to proceed to propose architectural ideas that respond to the needs of programming, construction and climate of a building. The main goal of this doctoral thesis is to provide future architects with a new educational model that will aid in structuring a necassary creative process in the formulation and lmplementation of construction and urbanism sustainable oriented project. This project shall in a generous and sensible manner open all formal special and constructive possible alternatives to ulilize energy from the sun, earth, water and wind with the intention of resolving the ideal conditions of comfort; combining in an integrated form architecture and energy. Energy being an special concept in the building and asserting energies from nature in urban development. Since the Teacher is a key piece in the educational process of the student, this study defines the educational goal to be considerad by formers, so they can develop independently their own methodology and guide the student in their first steps in their own version of project and energy. The investigation process was organized starting wíth hístorical study of the concept of pedagogy, passing then to the cognitive process of the "designer" brain, where we will find modern key concepts as black box, transparent box and learning techniques instrumental to the process of teaching and knowledge acquisition useful in the teaching of architecture and in areas of building projection and urbanism as well. Next, the modern methodological basis for the designer is outlined, and also the necessary tool for the mathod proposed by this thesis is established: Energy in the environment for architecture and urbanism. From there I move on with a hypothesis that involves energy in the project and for that purpose a masslve search of current building and urbanism associated ton energy and the environment is conducted. All the above completed, the definition of a methodology that synthetizes the cognitive processes is presented. Testing and execution of the hypothesis by the teacher during his practice, is carried out at the end of the investigation, therefore completing the verification of the goals outlined and the cognitive results of the students.
