Abstract
Descolonizar o ensino-aprendizagem em Arquitetura requer questionar o que é pertinente a uma sociedade multiracial, multicultural e multiliguistica e ao mesmo tempo adequado a uma disciplina internacionalista. Examinamos conceitos de “descolonização” e “descolonialidade” em seu desenvolvimento, especialmente no hemisfério sul e como eles podem formar um contexto apropriado para refletir sobre um currículo de Arquitetura descolonizado. Também examinamos os conceitos de multivocalidade e inteligência múltipla para propor um quadro de referência para ensino na disciplina de Arquitetura, considerando o raciocínio visual como sua ortografia e lexicografia, atuando como uma língua franca pancultural adequada para o ensino nessa disciplina.
Highlights
In South Africa, when much was being voiced about free and decolonised education, especially during the #FeesMustFall campaign launched across the university campuses in 2015, certain students were raising concerns that higher education is not training and preparing them to participate in the economy through successful and sustainable entrepreneurship after they have graduated
It is further argued that “such compassion represents a precondition of genuine educational transformation.”. This echoes the ethics of African ‘Ubuntu’ (SHUTTE, 2001; NUSSBAUM, 2003) and the principles of ‘Batho Pele’ that are promoted in South Africa (WHITE PAPER, 1997; MASOGA & KAYA, 2013; LANGE AND NGEMA, 2015)
While the intake of black students has increased over the twenty-plus years of full democracy, attrition amongst Black African students seems to be greater than that of other ‘races’ or ‘cultures.’ The other problem is that does the pool of African Black students diminish as the years of study progress but after achieving the first degree the market-place is so needy of African Black representivity in architectural practice that the numbers who return for full professional qualifications at post-graduate level is even more limited
Summary
Decolonisation and Africanization of higher education have dominated South Africa's mainstream media, dramatized by students' protests at the universities across the country Discussions on these topics range across issues of access by Black. Certain Black African students, as was observed during the 2016 #FeesMustFall protest, have a sense that the contributions of Africans to universal civilization is widely marginalized in their teaching, excluded and even denigrated in the curriculum structures. They call for the decolonisation of the curriculum. This essay investigates aspects of the ‘Why?’ and only touches upon the ‘How?’, a topic for future discussion and elaboration
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