The epistemology of architecture as a discursive project logic

Abstract

Facing the challenging task that the social and urban context of the city demands, as well as the latent competitiveness that exists in the professional life of an architect, the need arises to generate quality architectural objects that promote improvements in the construction of the City. However, this professional task depends in largely of the origin of the architect's training, which is co-dependent on the teaching-learning strategies under which each University is governed, that is why it is important to analyze in a multifactorial way, all those elements that have a wider impact in the formation of the architect. For this, it is proposed to make an analysis of how this discipline is taught and learned in the BUAP Faculty of Architecture, in comparison with a cross-sectional analysis of the educational axes of the main academic programs of International Universities that offer the career of architecture (Massachusetts Tech, USA; Oxford Brooks, UK.; AA, UK; Delft, NED), in order to understand how teaching is approached in these most recognized universities. In this way, it seeks to identify those strategies that improve the learning quality of the architectural design process, so that students are prepared for the challenges of professional life. So that these strategies can be applied both to the educational axes, as well as to the change of the line of reasoning that the faculty of architecture, of the BUAP.