Abstract
The Faculty of Architecture at the University of Porto (FAUP), founded in 1979, and benefiting from the legacy of the School of Fine Arts (ESBAP), is internationally recognized and a worldwide reference in architectural teaching. Fernando Távora (1923–2005), Álvaro Siza (b. 1933) and Eduardo Souto de Moura (b. 1952) might be considered the three pillars of the school, although their contribution cannot be considered without their predecessors, the group of people they worked with and the Portuguese particular context. These masters’ strong personalities — embodied in their pedagogical action — and the space where the didactics take place — actually a project by one of them — are omnipresent and might be considered the better “not so hidden” secret of the School. The three architects were linked in teaching practice, profession and life. They experienced a master/disciple relationship at a certain point, and later shared, as professors, a strong idea of the School.
Highlights
The Faculty of Architecture at the University of Porto (FAUP), founded in 1979, and benefiting from the legacy of the School of Fine Arts (ESBAP), is internationally recognized and a world‐ wide reference in architectural teaching
While it is possible to date the early origins of the Porto School to the second half of the 18th century, the real expres‐ sion of an actual architectural course only began to show itself in 1836 with a Civil Architecture Class
The year of 1950 marks a turning point for the Porto School and its name is changed to Escola Superior de Belas-Artes do Porto (College of Fine-Arts of Porto) — the ESBAP
Summary
1952) might be considered the three pillars of the school, their contribution cannot be considered without their predecessors, the group of people they worked with and the Portuguese particular context. These masters’ strong per‐ sonalities — embodied in their pedagogical action — and the space where the didactics take place — a project by one of them — are omnipresent and might be considered the better “not so hidden” secret of the School. The three archi‐ tects were linked in teaching practice, profession and life They experienced a master/disciple relationship at a certain point, and later shared, as professors, a strong idea of the School
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