Advisor: Fernando Espósito Galarce
Defense date: 30/05/2022
Abstract
This research is born from questions about the act of thinking and doing in the
teaching and learning process of architecture, seeking to understand the power of
the experience of doing as a catalyst between the theoretical and practical fields in
the architect’s training process. The general objective is to investigate how theory
and practice can be interconnected, producing other paths for the teaching of
architecture. Other objectives are to discuss the importance of practical experience
in the architecture learning process; to investigate the possibilities that are created
by bringing the architect in training closer to the experience of doing it with their
own hands, immersion in the construction site and the act of building; to investigate
the Talca School of Architecture and its procedures in architecture training as a case
of analysis in light of the aforementioned objectives.
In order to achieve these objectives, some contemporary pedagogical experiences
are analyzed that encourage a practical approach and provide the student with the
material, the real scale of the work and the procedures involved. The main case
study is the Talca School of Architecture, located in Chile, specifically the Course
Completion Works (Taller de Titulación), which have as a singular characteristic
the fact that they are built in true grandeur, something that is part of the teaching at
this School. For a better understanding of the case, a trip was made to Chile to visit
ten of these titling works that were built by the students of the Talca School. In
conclusion, it is possible to affirm that these works reveal the importance of the
constructive experience and the act of doing in the process of teaching and learning
architecture.