Dezembro 2014 vol. 1 num. 7 - XVII Conference of the Iberoamerican Society of Digital Graphics - SIGraDi: Knowledge-based Design

Article - Open Access.

Idioma principal

Patrones en la Enseñanza de la Programación en Arquitectura: De la Hetero- Educación a la Auto-Educación en Latinoamérica

Polo, Pablo C. Herrera ;

Article:

Teaching programming to architects, in academic and professional contexts, occurs in Latin America through self-management, and focused on results, without analyzing the processes and establishing a follow-up to participants, to establish patterns of application. The pointing out of these problems and the proposal of how to make said education sustainable has allowed finding variables specific to the region and to the very same tools and instruments, which are constantly evolving. At the same time, it is proposed after the analysis, that hetero-education (shared learning) itself requires self-education (self-teaching processes) as a complementary process.

Article:

Download (PDF)

Palavras-chave: Visual programming, Scripting, Hetero education, Self education, Rhino,

Palavras-chave:

DOI: 10.5151/despro-sigradi2013-0108

Referências bibliográficas
  • [1] Atwood, B. (2011). Spontaneous Schooling. Journal of Architectural Education. 64(2), 159-161
  • [2] Burry, M. (2011). Scripting Cultures. Architectural Design and Programming. West Sussex: John Wiley and Sons.
  • [3] Castells, M. (2009). Comunicación y Poder. Madrid: Alianza Editorial
  • [4] Celani, G., Verzola, E. (2012). CAD Scripting and Visual Programming Languages for Implementing Computational Design Concepts: A Comparision from a Pedagogical Point of View. International Journal of Architectural Computing, 10(1), 121-137.
  • [5] Converso, S. (2012). Shop Works. Digital Constructive Collaborations. Basel: Birkhauser
  • [6] Davis, D. (2013). Modelled on Software Engineering: Flexible Parametric Models in the Practice of Architecture. Tesis de Doctor en Filosofía. School of Architecture. RMIT University.
  • [7] Emmons, P. (2012). Drawing and Representation. The Uncertain Future of Craft: From Tools to Systems. J. Ockman (Ed). Architecture School: Three Centuries of Educating Architects in North America.
  • [8] Herrera, P. (2009). Patrones y Convenciones en el uso de Rhinoscripting. E. Nardelli Andamp; Ch. Vincent (Eds.), Libro de Ponencias SIGraDi 2009 (pp. 340-342). Sao Paulo: Universidade Prebiteriana Mackenzie
  • [9] Herrera, P. (2011). Rhinoscripting y Grasshopper a través de sus instructores: un estudio de patrones y usos. M. Tosello (Ed.), Libro de Ponencias SIGraDi 2011 (pp. 180-183). Santa Fe: Universidad Nacional del Litoral.
  • [10] Herrera, P. (2012). Reutilizando códigos en arquitectura como mecanismo de información y conocimiento. De la programación escrita a la visual. D. Cardoso (Ed.), Libro de Ponencias SIGraDi 2012 (pp. 74-78). Fortaleza: Universidade Federal do Ceará.
  • [11] Ivan I. (2005). From Tools to Systems. D. Caley (Ed). The Rivers North of the Future: The testament of Ivan Illich. Toronto: House of Anansi Press, Inc.
  • [12] Manovich, L. (2005). El Lenguaje de los nuevos medios de comunicación. La imagen en la era digital. Barcelona: Paidos.
  • [13] Braham, W. Andamp; Moe, K. (2011). Performative Practices: Architecture and Engineering in the Twenty-First Century. Washington: Association of Collegiate Schools of Architecture.
  • [14] Ricard, A. (1982). Diseño ¿Por qué?. Barcelona: Editorial Gustavo Gili.
  • [15] Rutten, D. (2013). How to get help when you have a problem. Retrieve from http://www.grasshopper3d.com/forum/topics/how-to-get- help-when-you-have-a-problem.
  • [16] Rushkoff, D. (2010). Program or Be Programmed: Ten Commands for a Digital Age. Berkeley: Soft Skull Press
  • [17] Talbot, C. (2004). Estudiar a Distancia. Una guía para estudiantes. Barcelona: Gedisa.
  • [18] Terzidis, K. (2006). Algorithmic Architecture. Oxford: Architectural Press. Touriñan (1996). Análisis conceptual de los procesos educativos. Formales, no formales e informales. Teoría de la Educación. N°8, pp. 55-80
Como citar:

Polo, Pablo C. Herrera; "Patrones en la Enseñanza de la Programación en Arquitectura: De la Hetero- Educación a la Auto-Educación en Latinoamérica", p. 555-559 . In: Proceedings of the XVII Conference of the Iberoamerican Society of Digital Graphics: Knowledge-based Design [=Blucher Design Proceedings, v.1, n.7]. São Paulo: Blucher, 2014.
ISSN 2318-6968, DOI 10.5151/despro-sigradi2013-0108

últimos 30 dias | último ano | desde a publicação


downloads


visualizações


indexações