Exportar Publicação

A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Ortiz dos Santos, D., Sequeira, M., Boone, V., Lausch, F. & Miguel, C. (2025). Vers une architecture in teaching. LC. Revue de recherches sur Le Corbusier. 12, 168-187
Exportar Referência (IEEE) 
D. Ortiz et al.,  "Vers une architecture in teaching", in LC. Revue de recherches sur Le Corbusier, no. 12, pp. 168-187, 2025
Exportar BibTeX 
@article{ortiz2025_1777270764879,
	author = "Ortiz dos Santos, D. and Sequeira, M. and Boone, V. and Lausch, F. and Miguel, C.",
	title = "Vers une architecture in teaching",
	journal = "LC. Revue de recherches sur Le Corbusier",
	year = "2025",
	volume = "",
	number = "12",
	doi = "10.4995/lc.2025.25008",
	pages = "168-187",
	url = "https://polipapers.upv.es/index.php/LC/index"
}
Exportar RIS 
TY  - JOUR
TI  - Vers une architecture in teaching
T2  - LC. Revue de recherches sur Le Corbusier
IS  - 12
AU  - Ortiz dos Santos, D.
AU  - Sequeira, M.
AU  - Boone, V.
AU  - Lausch, F.
AU  - Miguel, C.
PY  - 2025
SP  - 168-187
SN  - 2660-4167
DO  - 10.4995/lc.2025.25008
UR  - https://polipapers.upv.es/index.php/LC/index
AB  - Vers une architecture in Teaching investigates how Le Corbusier’s seminal book has been interpreted, appropriated, and contested within the pedagogical context of ETH Zurich. Drawing upon archival materials, teaching documents, and testimonies from educators since the late 1950s, this research traces the oscillating presence of Vers une architecture in architectural education—from its canonical status to its critical reassessment. The study reveals how successive generations of design studio professors have mobilised Le Corbusier’s text as a tool for aesthetic reflection, ideological debate, or historical distancing, exploring broader transformations in architectural culture. By juxtaposing these pedagogical practices, the article situates ETH Zurich as a microcosm of shifting modernist legacies: a space where the authority of the modern canon is continually questioned and reinterpreted. Ultimately, Vers une architecture in Teaching reconsiders how the teaching of architecture constructs its own histories through acts of reading, criticism, and reinvention.
ER  -