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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)
Silva, Leonor Matos (2016). The EAAE and the Lisbon School of Architecture—A Common History between 1976 and 1986.  EAAE ARCC 10th International Conference (EAAE ARCC 2016), 15-18 June 2016.
Exportar Referência (IEEE)
L. C. Silva,  "The EAAE and the Lisbon School of Architecture—A Common History between 1976 and 1986", in  EAAE ARCC 10th Int. Conf. (EAAE ARCC 2016), 15-18 June 2016,  Lisbon, 2016
Exportar BibTeX
@misc{silva2016_1767368498145,
	author = "Silva, Leonor Matos",
	title = "The EAAE and the Lisbon School of Architecture—A Common History between 1976 and 1986",
	year = "2016",
	url = "http://eaae-arcc2016.fa.ulisboa.pt/images/EAAE_ARCC_2016_sessions.pdf"
}
Exportar RIS
TY  - CPAPER
TI  - The EAAE and the Lisbon School of Architecture—A Common History between 1976 and 1986
T2  -  EAAE ARCC 10th International Conference (EAAE ARCC 2016), 15-18 June 2016
AU  - Silva, Leonor Matos
PY  - 2016
CY  -  Lisbon
UR  - http://eaae-arcc2016.fa.ulisboa.pt/images/EAAE_ARCC_2016_sessions.pdf
AB  - On April 25, 1974, Portugal underwent a political revolution that put an end to a 40-year-old
dictatorship. Since 1976, and in the ten years following, when the country entered the European Economic
Community (1986), only two institutions were providing architecture education: the Superior School of Fine-
Arts of Oporto and its namesake in Lisbon. The revolution transformed the whole country, including both
schools and their architecture courses.
This article analyses the post-revolutionary period within the Lisbon School, taking into account the history
it shares with EAAE. Thus, the use of the expression “common history” will firstly here have a sense of sharing;
secondly, it will underscore the importance of the recollection of architecture schools’ histories for deepening
the debate and thus facing present and future societal challenges in architectural education.
ER  -