Abstract
The debate on socio-technical professions has reframed the notion of competency, from the raisons pratiques to the divergent trajectories of linguistics and sociological readings, before permeating conversations in schools, magazines, and thematic channels. The commentary ruminates on competency and training in the architectural profession: monopoly in the transmission of knowledge does not reflect necessarily in the ability to theorize actions, and competency emerges rather as the outcome of a project of continuous renegotiation with the possibility of transforming reality. Based on the records of a construction site experience, the reflection continues by questioning the conceptualization of technological and practices’ innovation with reference to competency.
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