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Costa, J. P., Ochoa, R. & Matos Silva, M. (2015). Enfrentando cuestiones urbanas: la enseñanza de la interdisciplinaridad por el proyecto de urbanismo. On the W@terfront. 34 (5), 4-26

J. P. Costa et al.,  "Enfrentando cuestiones urbanas: la enseñanza de la interdisciplinaridad por el proyecto de urbanismo", in On the W@terfront, vol. 34, no. 5, pp. 4-26, 2015

@article{costa2015_1732216778082,
	author = "Costa, J. P. and Ochoa, R. and Matos Silva, M.",
	title = "Enfrentando cuestiones urbanas: la enseñanza de la interdisciplinaridad por el proyecto de urbanismo",
	journal = "On the W@terfront",
	year = "2015",
	volume = "34",
	number = "5",
	pages = "4-26",
	url = "http://www.ub.edu/escult/Water/water%2034_05/water34_5.pdf "
}

TY  - JOUR
TI  - Enfrentando cuestiones urbanas: la enseñanza de la interdisciplinaridad por el proyecto de urbanismo
T2  - On the W@terfront
VL  - 34
IS  - 5
AU  - Costa, J. P.
AU  - Ochoa, R.
AU  - Matos Silva, M.
PY  - 2015
SP  - 4-26
SN  - 1139-7365
UR  - http://www.ub.edu/escult/Water/water%2034_05/water34_5.pdf 
AB  - The article focuses on the interdisciplinarity in Urbanism, trough the perspective of
teaching, addressing how the project design studios can reinforce the convergence
of different areas of knowledge, by facing concrete urban problems.
In this sense, it uses tree case studies of the teaching of Urbanism in Portugal, in the
formation of architects and landscape architects, in three different faculties, both on
the first and second cycles of studies of the 2013-2014 school year: (1) the 5th year
project design studio on the Integrated Master in Architecture, with specialization in
Urbanism, at the Faculty of Architecture, Lisbon University; (2) the Urbanism
curricular unit of the 4th year of Landscape Architecture Master, in the Agronomy
Higher Institute, at the same university, and; (3) the 1st year project design studio on
the Integrated Master in Architecture, at the Beira Interior University.
Developing a practical exercise on concrete territories, the teaching of Urbanism is
obliged to face urban problems with different disciplinary approaches. It certainly
allows for the development of the disciplinary potentialities, as it should be the
objective; but it also confronts the students with the need to interact with other
areas of knowledge, in order to find the necessary tools to address these urban
questions, some not being central ones on the course plan.
On a complex and multifaceted urban context, as it is the contemporary one,
problems don’t have disciplines. In that sense, the role of the project design studio
teacher becomes central to open interdisciplinary horizons, e.g.: (1) coordinating the
practical exercise with other curricular units; (2) joining contributions by experts
from other areas of knowledge, or; (3) reinforcing the amplitude of the problems
students are addressing, both in classes and in the tutorial development of the
exercise.
ER  -