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This article aims to reflect on pedagogical practices after the “Great Reset” for architecture and urbanism course´s freshman. The experience was held in the cities of João Pessoa and São Paulo using common instruments, reciprocal beam kits made with digital fabrication, with the purpose of redefining pedagogical procedures through dynamic representation for in-person practices. The performative methodology was adopted to integrate representation and construction contents since they are dissociated in the curriculum. The results demonstrate an appraisal for the use of the body as knowledge applied to representation, construction, and use of space, allowing for variation in spatial formats, time, and number of participants. The use of kits as a pedagogical resource might increase the complexity of topics and subjects covered in exercises, as well as strengthen the use of digital fabrication to democratize access to knowledge.