This paper analyses two specific methodological approaches, which because they were based on solid social, trans-disciplinary and participatory dimensions are here identified as important frontrunners on the sustainability thematic. Thus, they provide here an opportunity to reflect on the participatory processes within architectural education programs, in order to emphasize the social role of the architect in the construction of a better common good. Two specific Portuguese schools of Architecture were considered within this investigation, FAUP and ISCTE, while seeking to map the paradigm of sustainability on current Architectural higher education.

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Education,Architecture,Sustainability,Human and Social Sciences