Official Code: | 9257 |
Acronym: | MIARQ |
Description: | Estruturado em dois ciclos de estudos, o Mestrado Integrado em Arquitectura visa assegurar uma formação qualificada em arquitectura, que assenta na construção de um saber específico que se funda na articulação de diferentes áreas disciplinares que convergem para a compreensão e construção de um entendimento sobre o espaço ― os seus fundamentos, propósito, relações e configurações. Para a construção do referido saber e compreensão e entendimento sobre o espaço são convocados e desenvolvidos no estudante o pensamento teórico e o exercício da crítica, salientando-se, ainda, o desenvolvimento e afirmação de uma cultura de desenho entendida como instrumento de pensamento e de representação, que se consideram estruturantes na formação do arquitecto. Raquel Paulino |
The discipline of Drawing aims to promote the representation and knowledge of the visible world and the mental images through manual graphic skills, in accordance with the following objectives:
- To develop the student's the ability to observe;
- To develop the ability and knowledge about the act of drawing and the sensitivity to plastic and aesthetic values;
- To create conditions for the student to face the act of projecting with spontaneity, agility and awareness;
- To stimulate the presence in the act of project of non systematic, symbolic and poetic components.
- To promote the appreciation and understanding of the need and pleasure of representation;
- To recognize drawing as a graphic expression of an intention;
- To understand that you can learn how to draw through the practice of drawing.
To know the different systems of representation, their properties and specificities, as a means for the reading, construction and representation of space, from the territory to the architectonic object.
Be able to use 3D modeling tools for the same purpose.
The present Curricular Unit, inserted in the propaedeutic year of studies, aims to:
- approach the generic problematics of Architecture;
- manage the basic tools for design;
- introduce students to spatial composition methodology
To introduce students to the widest range of spatial specificities as well as to the various concepts for their characterisation: from "natural space" to "humanised space", from urban space to architectural space.
Studying the architectural space in its constructive dimension, by raising awareness and acquiring basic scientific knowledge about the materials and techniques involved in the construction processes.
Ensure that this learning, which is based on the study of generic building becomes necessary instrumentation to support architectural practice and theoretical action, permanently referred to the context of the place and the production system.
Objectives, Competences and Learning results.
To develop drawing praxis – the singularity of its expression and individual adequateness
(manners, techniques and systems of representation) – in such a way that it favours a free and effective construction of images closely related to architectural project.
History of architecture has to be understood as an art that is attaining step by step a scientific goal and not, in any case, like a evocative summing up of buildings, cities, and interventions on natural landscape in order to achieve the basic means of life in an artificial HABITAT.
The history of modern architecture aims the acquaintance of the generally so called classical architecture. The chronological scope of this discipline mediates from the end of Middle Ages until the beginning of neo-classical period.
The history of modern architecture archives that are dealt with in this discipline are mostly the deeds of “stone and plaster”. The student is invited to understand how the architect/builder of those times could deal with the architectural concepts for the coeval time being, giving them form and substance, i.e., turning the architectural concept into the architectonic matter.
The knowledge of architecture could not survive without the written documents as well as drawings that, sometimes are due to arise some unexpected hypothesis to understand unconventional matters.
The vertical structure of the Course in the design area proposes for the 2nd year an introduction on the issues of design methodology and the continuity of the learning process started in the 1st year, developing and consolidating the instrumental and conceptual capacities for the design exercise. This practice presumes the capacity of experimentation and synthesis of diverse convergent issues on the architecture field, which will always be subjacent in the proposal of an architectonic form.
The 2nd year design process should focus on the renovation of a consolidated city area, easily identifiable, proposing buildings of variable dimension and complexity with an equipment and restaurant program. It should privilege the analysis of the building set, the public space and the city, using as support architecture and urban history and architectonic analysis methodology, with the goal that each student builds and fundaments its reading of the site. The process of intervention and context observation should lead to the identification and characterization of the diverse architectonic elements and forms that constitute the design area and its meaning in the city history, aiming an objective validity of each transformation proposed. This should result from a process in which the area knowledge and the creative and critic capacity of the student reveals a progressive improvement of the proposal validity and its design.
The objectives, skills and outcome of the learning process are:
1 - To make the student familiar with the subject of Architectural Theory, in its specificities as well as with the interactions it establishes with other fields (i.s. Design, History, Building, Planning)
2 - To make the student familiar with a sequence of theoretical movements, architectural languages and architecture' thinkers who left their mark in the developing of Architecture and in the field of Theory in particular.
3 - To develop general knowledge, critical capacity and personal interests that will support the student in his architectural practices and design experiences.
This course provides a set of concepts and frameworks to understand cities and urban development from an economic perspective. Economic phenomena impact upon cities in many ways, and cities are places in which synergies and tensions between the economy, society and the built environment are most visible. The course introduces principles and fundamentals of urban economics, together with contemporary discussions on the role of cities anchoring transnational flows and their role as centers of production and consumption. It discusses the extent to which urban economies can be managed, as well as the relations established with urban planning and transformative projects linked to urban rehabilitation, talent attraction, innovation and sustainability.
It is expected that at the end of this UC, students will be able to:
(1) know and correctly apply terminology, principles and theories in the field of geography.
(2) understand urban environmental issues in the interdependence between different scales of analysis and between the natural and social environments.
(3) Express sensitivity towards environmental issues in cities, getting involved in identifying and solving problems.
(4) select, process, interpret and produce appropriate geographic information for evaluating problems and designing proposals within the scope of urban sustainability.
Knowledge of the main sociological and anthropological paradigms for the study of spatial questions; understanding of the frames of strcutural relation between spatial morphology and socio-cultural morphology; knowledge of the main implications of these relations in the study of portuguese society.
It is expected that at the end of this UC, students will be able to:
(1) know and correctly apply terminology, principles and theories in the field of geography.
(2) understand urban environmental issues in the interdependence between different scales of analysis and between the natural and social environments.
(3) Express sensitivity towards environmental issues in cities, getting involved in identifying and solving problems.
(4) select, process, interpret and produce appropriate geographic information for evaluating problems and designing proposals within the scope of urban sustainability.
The goal of this discipline is to introduce the theme of building construction, especially the understanding of the physics of buildings, which is the basis for the exercise of the project in its transition from project to construction.
It is intended that students learn about the following topics: Project and innovation; systems and construction elements; building functions and requirements; types of materials, their application and behavior; the stakeholders in the construction, function and responsibility; the concepts of building construction, phasing and management; the legal framework concerning the construction of buildings.
The Curricular Unit History of Contemporary Architecture has as its objective the critical knowledge of the architecture of the Contemporary Age, considered as that which belongs to the period that begins at the end of Baroque architecture and continues until today. The date of 1750, a possible beginning, is the year Denis Diderot published the "Prospect" of the Encyclopedia, a work that would begin its publication in the following year.
Objectives
Project 3 takes for granted the methodological skills and design handling necessarily acquired in previous years, having to test and develop them in order to increase the knowledge and experience of students to a superior level of capabilities and requirements.
Under the general theme of multifamily housing and the city as a framework, are carried out a series of exercises that enhance experimentation, reflection and the ability of materializing extensive projectual knowledge about Architectural Design and Architecture.
First of all, to make the general approach of the issues and problems of multifamily housing, defined as reflection on modes of living, as a test of the definition of programs and development of cell-spaces that reflect, as well as the study the association of these cells by systems and rules that constitute an effective link and empowering capable of contributing clear gains for the individual residence. It also intends, through the study of fires, distribution systems, the associations into modules and the conformation of the building, make informed and consistent choices typological possible. It is also to do so in an urban setting, forcing to study and understand the procedures and training elements of the urban fabric and the identification of their morphology, studying how to carry out a housing program defines substantial, is, alter or rebuild new urban fabric. Thus, the integration of the two components to reflect and understand the interdependence, the dialectical relationship between urban insertion, the urban morphology and architectural housing typology.
The exercises provided are also intended to advance the experience and skills of design students in three key areas: first in the vastness and complexity of the problems with the gradual introduction of programmatic constraints, urban and legal issues that interfere with the process simpler definition of the form exercised in previous years. Second, the particular difficulties and the potential that the joint work at the same time scales from 1 / 1000 to 1 / 10 provides, that is, checking interdependencies and mutual stimulation between the urban and the general design or detail of the buildings . Third, not least, to treat intensively the constructive aspects, both in its general logic or wisdom in detail, students have the opportunity to realize that they must materialize in a rigorous way, the desired construction, constituting more than one mere addition of information, an essential part of the work of shaping the expression of architecture and provide an opportunity for synthesis of language and construction, with implications and effect on larger scales and throughout the final result.
The general framework of these exercises is, deliberatly, quite conservative. It is understood that the approach to the subject of housing and multifamily dwelling goes better with the qualifying of the banal, than the playing with the exceptionality of the speculation, be it programmatic, functional or formal - although not neglecting it. With the awareness that, in it, students can, without limiting the degree of quality or depth, gain strength for other demands.
The course Architectural Theory 2 addresses the development of an understanding of the relation between theory and critical thinking and practice, aiming at:
The discipline of Urbanística 1 proposes a reflection on the meanings inherent to the contexts and processes of conformation and evolution of the city and the territories of urbanization, observing the results of the different models, forms and scales of action, within the respective agents' realm and technical and operational assumptions.
The understanding of (intervention in) city and territory naturally presupposes an interdisciplinary approach and the correct interpretation of the relationships between urban practices and physical, social, economic and political structures, their intrinsic characteristics and rules, identifying the permanence factors and the dynamics of change inherent in the very facts and processes to be recognized.
An objective and coherent perception of urban phenomena is sought as resultants and/or determinants of the interaction between programs, plans and projects (public spaces, infrastructure and architecture), their forms of concretion, articulation and management, especially with the generalization of the urban and territorial planning actions that aggregate several areas of scientific knowledge.
The haste promoted by the diffusion methods of architectural images present throughout the internet, potentiate the loss not only of the slow process of assimilation but also of the habit of “project studying”. As a means of complementing such fleeting perceptions, and furthermore as a pedagogical objective, it is important to advance the ability of focusing the attention, with acuity and efficiency, on the relevant facts of an image, a drawing, or a comment.
Intending to overtake some difficulties among students in identifying, observing, recording, and retaining, with both celerity and effectiveness, many of the structural facts and forms of composing an architectural work, the purpose of this CU is to help propel and develop the ability to observe, identify, and understand (and depict by means of a quick drawing) the architectural signifiers essential to the project analysis.
The aim of the Constructive Geometry courses consist in researching the role of Geometry in Architecture, by exploring its relation with current digital technologies. The course of the first semester - Constructive Geometry 1 (GC-1) introduces the students to the research of new themes with a strong implication in the design and characterization of the architectural space.
The development of CG-1 curriculum unfolds through the pratical exploration of the computer, which is understood here as a media for:
- geometric representation (drawing and modeling);
- calculation and geometric computation (parametric and algorithmic design;
- physical materialization (digital fabrication).
The haste promoted by the diffusion methods of architectural images present throughout the internet, potentiate the loss not only of the slow process of assimilation but also of the habit of “project studying”. As a means of complementing such fleeting perceptions, and furthermore as a pedagogical objective, it is important to advance the ability of focusing the attention, with acuity and efficiency, on the relevant facts of an image, a drawing, or a comment.
Intending to overtake some difficulties among students in identifying, observing, recording, and retaining, with both celerity and effectiveness, many of the structural facts and forms of composing an architectural work, the purpose of this CU is to help propel and develop the ability to observe, identify, and understand (and depict by means of a quick drawing) the architectural signifiers essential to the project analysis.
The aim of CAAD II is to keep developing theoretical and practical bases related to the universe of communication strategies for architectural design in an early stage of development (territory analysis, communication, concepts, schemes, site plans and volumes).
Photography and photomontage are used and the study, conception and production of a photobook is pursued.
a) Promote the understanding of the object as a built physical body in the perspective of transforming the discourse on the materials and construction systems into a key component of the project process.
b) Develop the ability to understand the closeness between the ideas of Architecture and Construction.
c) To deepen the knowledge acquired in previous years regarding materials and construction systems, developing the technical skills of design as an essential component of the project process.
d) Enhance means of communication with the Work, in view of the operational integration of the acquired knowledge in Project practice.
e) Identify the discipline with the practice of the Integrated Project, crossing the information of the projects of complementary specialties, in the optics of interdisciplinarity that informs the creative act as synthesis process.The course unit aims to bring students closer to three types of structural principles – statics, materials and construction – that were on the conceptual genesis of reference structures of the past.
On statics, the objective is to develop an intuitive and holistic relationship between form and structure using graphical methods and physical models, in which structures are being calculated as they’re being drawn.
The students, in groups of 6 or 7 people, should develop the project for a structure that will be built in February. This structure, with no program or function, should have its genesis on an idea or structural principle, the engineering themes: equilibrium, surfaces, lines.
During this process, the students must question and explore the restrictions they’re being faced – technical and constructive process – and for their project they should produce three types of drawings – conception, execution and construction.
The UC aims to raise students' awareness of the impact of buildings on environmental and social ecosystems, studying and discussing, throughout the sessions, some topics that can inform the construction of an individual position.
- Deepening knowledge on methodologies, theories and practices of intervention in the built heritage in a wide sense.
- Exploring methodological instruments and tools to support the characterization, diagnosis and intervention in the built heritage.
- Deepening knowledge on management, rehabilitation, conservation, restoration and maintenance of built heritage, considering its historical evolution and contemporary examples.
- Promoting the critical analysis of architectural design (projects and works) in the built heritage.
- Providing advanced training, skills and research methods in the area of architectural design in the built heritage.
- Promoting the multiplication of opportunities in the labour market and foster a closer relationship between the University and national and international agencies whose mission is the management and enhancement of built heritage.
The objective of FACT in the 1st semester is twofold: on the one hand, to deepen the study and practice acquired in CAAD I and II regarding the use of photography and its potential to question and problematise the realms of Architecture, City, and Territory; on the other hand, to guide students in developing a more mature photographic visual narrative capable of communicating new perspectives on space and urban reality, which may form the basis for their final dissertation in the MIARQ programme.
Thus, the aim is to acquaint students with the works of various authors who use artistic documentary photography to question and problematise urban space and its modes of appropriation, and to awaken their awareness of the existence of diverse art movements and visual strategies that can be employed in the use of photography as a tool for critical investigation and communication within the realms of Architecture, City, and Territory. The aims are to:
Identify and understand the historical process of formation and consolidation of physical Porto, between times of founding and refounding urban, integrated into the national and international context.
Develop a methodology for explaining historical confronting the different urban units within the city, between the "learn to see" and "know understanding", which constitute as historical and architectural narrative confrontation in the city of Porto and other European cities (exploiting origins of Erasmus students).
Acquisition of competences in a vast number of
concepts and work fundamentals related to landscapearchitecture design.
Acquisition of literacy in Landscape Architecture
through knowledge of the work of national and
international landscape architects.
Acquisition of literacy on the functions of
ecosystems and green spaces.
Acquisition of skills in fighting climate change,
promoting social cohesion and the well-being of
populations in an urban context.
-Rasing awareness to the importance of the multidisciplinary character of heritage studies.
-Promoting a cross-cutting approach to the concepts of heritage and landscape in contemporary society.
-Acquiring knowledge about methodologies, theories and practices of intervention in built heritage and landscape;
-Critically analyzing the international charters conventions, the Portuguese legislation and its implementation.
-Deepening knowledge on management, rehabilitation, conservation, restoration and maintenance of heritage, considering its historical evolution and contemporary examples.
-Developing competences in the field of architecture and landscape design, involving the relationship between research and its theoretical framework with project conception.
-Acquiring knowledge about the history of landscape design and the management of cultural landscapes.
-Acquiring knowledge about the methodologies and principles of intervention in landscape heritage.
-Defining and interpreting the fundamental concepts of risk analysis and management.
-Developing competences related to the identification of risk areas.
- Organizing risk assessment frameworks applied to case studies
Object:
Territories and networks of invisibilities, dialectical between the "invisible city" and the "visible city", considering process, project and work in the public space (infrastructure, socialization and urbanization) of the territory of Porto and the "Grande Porto" as a lab to reflect, question and understand the processes of contemporary transformation of urbanity and the "urban being".
Framework/Objectives:
This curricular unit of the Integrated Master's Degree in Architecture of FAUP (MIARQ/FAUP) aims to contribute to deepen a field of theoretical and practical reflection on the relationship, in society in general and in communities in particular, of idea/strategy/process/project/work in the equation of urbanization and urbanity, considering the disciplinary area of Architecture and its transversalities with the social and human sciences and the public politcs in the social, political, economic and cultural fields.
Combining territory and landscape, urbanization, urbanity and rurality, memory and forgetfulness, "human being" and "urban being", it is intended, through a teaching practice based on the emphasis of the learning factor, on the trinomial teaching-learning-research, to approach the urgency of reconsidering strategies for the space of the city, its territory and communities, in a logic of "Service Learning" and "Engage Students", in the context of the 3rd mission of the University.
It underlines the importance of strengthening the presence in teaching-learning, in Architecture, of academic reflection on the equation of networks, territories and communities of invisibility, materials and immaterials, flows and dynamics and variable geometries of mobility of urban and periurban populations to the extent of their potential to create real conditions for a more inclusive, sustained development and planning, of progress, according to the most current trends of feminist urbanism and participatory urbanism. In this sense, it is, from the first contact time, a concern that requires the reinvention of teaching methods/processes in order to capture attention and develop the profile of the student leading to the formulation of critical thinking.
Estat the boundaries/barriers of everyday life, very marked by logics of physical and intellectual "zonation", of borders and rigid territories in its spatiality and social, political and urban conformation, in a tense relationship between access and exclusion, identity and revulsion, belonging and abandonment, we can characterize the pedagogical practice associated with this curricular unit as potentially catalyst and unlocker of the individual and collective construction of critical positioning, in a constant dialectic between teaching and learning, teaching and research and research and society, developing the 3rd mission of the University.
Starting from the specific case of the city of Porto and the territory called "Grande Porto" as an experimental laboratory, this U.C., by the evidence it intends to create, by encouraging students in the continuation of their studies and dynamics of participation in society (the social function of the architect), by the plan of reflecting on their subjects of focus, considers to be able to enrich the field of collective memory (material and immaterial) , both by the information and interpretation of the daily, ethnographic reality, the urban environment and the primary sources of material and immaterial heritage, as well as the research that may result from the curricular component and extracurricular extensions and interactions with other communities in the context of the University and civil society in general.
Anchoring itself in the objective of expanding and disseminating current knowledge and, combining it with the pedagogical and didactic dynamics and practices of a final cycle of an integrated master's degree in the artistic-scientific field, a Community of Pedagogical Innovation - inserted at Pedaghogical Innovation/University of Porto (CIP-UP-PTRI)-, an integrated line of trans and interdisciplinary studies and a grant of research projects, convening FAUP and consolidating collaborative practices with CITCEM (in the form of a community of investigation of the territory and communities) was constituted, focusing on sharing practices in the curricular and research spheres, providing, in order to create platforms of intellectual intersection, a set of classes open to the academic community, spaces for sharing and discussion in social networks, collective conversations and tertulias and colloquium spaces. In these moments, which are expected to be very participated, with the presence of students of formal and informal frequency, Portuguese, Erasmus, other academic years, other organic units of the UP and even some who have already completed the master's course and who are in internship or start the frequency of third cycle courses, allow the creation of a pedagogical atmosphere, of an enrichment of the critical mass in the university environment and of affirmation of diversity, inclusion and dissemination as essential values of the classroom space.
Observing the current formative and reflective offer in the context of FAUP and PU, considering as added value the construction of specific knowledge in an interdisciplinary register, transdisciplinaryly enriching the students' curricula, enabling them, by choice, the development of specialized studies in the last two years of MIARQ, showing them possible paths leading to the elaboration of their dissertation processes or final project , with this UC, it is expected to open perspectives in the discipline of Architecture and transversalities with areas that are related to it. In a prospective stimulus to the continuation of studies, and the continuation of research work.
Among the multiple reasons that could motivate us to develop this whole pedagogical process, some are judged as structuring:
-Recovery of the social sense of education in Architecture in order to contribute to the development of society;
-Potentiation of a democratic and participatory concept of active citizenship, fostering consideration in the equation of the urbanity of physical and social networks that characterize the aspect of urbanism that considers actors, people and communities in their equation;
-Underline the urban relations of cohesion and increase of the social capital of neighborhoods and communities, enhancing the complicity of teaching/research processes, learning to work networks, to network and to monitor the progress and results of these same intervention projects in the logics of the aforementioned learning in service;
-Improve the social perception of students and researchers and empowerthem of means, tools and platforms for understanding and dedrawing urban territories, especially the so-called losing territories in which these networks of invisibility are expressed. From the conditions of basic urbanity to the communication and digital information networks.
Finally, it is the objective of this U.C. to help to understand contemporaneity, regarding the study, understanding, problematization and interpretation of ideas, processes, projects and works in the context of public space, from the information and interpretation of these "territories and networks of invisibility", from the great work and research field that is Porto.
1. Promote, experiment and develop theoretical and practical knowledge of BIM (building information modeling) methodology comprising the basic concepts during Architectural Project development as a process for innovation, research, management and architecture construction.
2. Promoting research on Architecture through project development simulating a real context of multidisciplinary and collaborative practice.
3. Collecting knowledge about BIM methodology application in international context in the vast AEC fields (architecture, engineering and construction) analyzing business context experiences and case studies and assessing advantages and disadvantages of applying the methodology in the production of an architectural idea.
4. In this course, the student should be able to use the available tools (individual selection of software and research methods) in order to apply BIM methodology in the development of a practical project developed by the student and an existing building case study.
The UC has the following objectives: to make the students aware of the need of preservation and rehabilitation of the built heritage, to alert them for the most current causes of building pathologies associated with incorrect design and construction deficiencies and to provide them with the knowledge that will allow them to recognize the most important building pathologies, determine their possible causes and to define the corresponding rehabilitation solution.
Pursuant to the current Regulamento do Mestrado Integrado em Arquitectura, MIARQ, and Plano de Estudos (Estrutura Curricular), it has been a regular practise in FAUP the option for either modes of dissertation adressed to a speciality cientific theme-problem, or the development of a project work, or the critical reflection of an internship and other experiences of a professional nature.
The Dissertation Curricular Unit aims to:
1) promote scientific curiosity, knowledge integration, critical reflection on problems identified in academic, professional and multidisciplinary training contexts, related to the area of Architecture and Urbanism with the ethical and social implications and responsibilities of a 'mestre' in architecture;
2) meet the growing demand for this course of MIARQ by former students and graduates, national and international whose personal trajectories motivated research interests and renewed academic qualification in this Organic Unit of the U.Porto;
3) promote student autonomy towards the definition of personal research interests and focus on the theme, problem, nature and scope adjusted to the time and material resources for its implementation;
4) ensure a proper teaching space and time favourable to the framing and continuation of individual work in the context of a broad and critical discussion group, from the phases of defining the problem and its exploration, to the discipline of data collection, organization and referencing, as well as stimulus for communication of provisional results and communication strategies;
5) support the student's initiatives towards choosing an internal or external supervisor of FAUP, with an academic and scientific profile adjusted to the scientific, technical or artistic area(s), the theme and the research methods it proposes to develop and promote the timely preparation of the dissertation plan to be submitted for approval by the scientific committee of the course.
Continuing the program, contents and teaching methodology underlying the course developed by Professor Manuel Fernandes de Sá, the aim is to promote a pedagogical process that enables a deep reflection on the territory, the city, the object or the architectural ensemble and considers their interactions, in order to provide the future architect with the ability to intervene in a changing environment, full of differences and uncertainties.
The course Projecto 5 tries to “provide the conditions that allow the development of a thorough reflection on the issues of the city and the territory, discussing methods of approach and planning instruments; disclosing strategic thinking for intervention; proposing ways of managing the uncertainty that underlies the intervention in the city, introducing the issue of multidisciplinary approach and practising the design of the city and the control of urban scale” (Manuel Fernandes de Sá, 2003).
The course unit aims to bring students closer to three types of structural principles – statics, materials and construction – that were on the conceptual genesis of reference structures of the past.
On statics, the objective is to develop an intuitive and holistic relationship between form and structure using graphical methods and physical models, in which structures are being calculated as they’re being drawn.
The students, in groups of 6 or 7 people, should develop the project for a structure that will be built in February. This structure, with no program or function, should have its genesis on an idea or structural principle, the engineering themes: equilibrium, surfaces, lines.
During this process, the students must question and explore the restrictions they’re being faced – technical and constructive process – and for their project they should produce three types of drawings – conception, execution and construction.
The UC aims to raise students' awareness of the impact of buildings on environmental and social ecosystems, studying and discussing, throughout the sessions, some topics that can inform the construction of an individual position.
- Deepening knowledge on methodologies, theories and practices of intervention in the built heritage in a wide sense.
- Exploring methodological instruments and tools to support the characterization, diagnosis and intervention in the built heritage.
- Deepening knowledge on management, rehabilitation, conservation, restoration and maintenance of built heritage, considering its historical evolution and contemporary examples.
- Promoting the critical analysis of architectural design (projects and works) in the built heritage.
- Providing advanced training, skills and research methods in the area of architectural design in the built heritage.
- Promoting the multiplication of opportunities in the labour market and foster a closer relationship between the University and national and international agencies whose mission is the management and enhancement of built heritage.
The objective of FACT in the 1st semester is twofold: on the one hand, to deepen the study and practice acquired in CAAD I and II regarding the use of photography and its potential to question and problematise the realms of Architecture, City, and Territory; on the other hand, to guide students in developing a more mature photographic visual narrative capable of communicating new perspectives on space and urban reality, which may form the basis for their final dissertation in the MIARQ programme.
Thus, the aim is to acquaint students with the works of various authors who use artistic documentary photography to question and problematise urban space and its modes of appropriation, and to awaken their awareness of the existence of diverse art movements and visual strategies that can be employed in the use of photography as a tool for critical investigation and communication within the realms of Architecture, City, and Territory. The aims are to:
Identify and understand the historical process of formation and consolidation of physical Porto, between times of founding and refounding urban, integrated into the national and international context.
Develop a methodology for explaining historical confronting the different urban units within the city, between the "learn to see" and "know understanding", which constitute as historical and architectural narrative confrontation in the city of Porto and other European cities (exploiting origins of Erasmus students).
Acquisition of competences in a vast number of
concepts and work fundamentals related to landscapearchitecture design.
Acquisition of literacy in Landscape Architecture
through knowledge of the work of national and
international landscape architects.
Acquisition of literacy on the functions of
ecosystems and green spaces.
Acquisition of skills in fighting climate change,
promoting social cohesion and the well-being of
populations in an urban context.
-Rasing awareness to the importance of the multidisciplinary character of heritage studies.
-Promoting a cross-cutting approach to the concepts of heritage and landscape in contemporary society.
-Acquiring knowledge about methodologies, theories and practices of intervention in built heritage and landscape;
-Critically analyzing the international charters conventions, the Portuguese legislation and its implementation.
-Deepening knowledge on management, rehabilitation, conservation, restoration and maintenance of heritage, considering its historical evolution and contemporary examples.
-Developing competences in the field of architecture and landscape design, involving the relationship between research and its theoretical framework with project conception.
-Acquiring knowledge about the history of landscape design and the management of cultural landscapes.
-Acquiring knowledge about the methodologies and principles of intervention in landscape heritage.
-Defining and interpreting the fundamental concepts of risk analysis and management.
-Developing competences related to the identification of risk areas.
- Organizing risk assessment frameworks applied to case studies
Object:
Territories and networks of invisibilities, dialectical between the "invisible city" and the "visible city", considering process, project and work in the public space (infrastructure, socialization and urbanization) of the territory of Porto and the "Grande Porto" as a lab to reflect, question and understand the processes of contemporary transformation of urbanity and the "urban being".
Framework/Objectives:
This curricular unit of the Integrated Master's Degree in Architecture of FAUP (MIARQ/FAUP) aims to contribute to deepen a field of theoretical and practical reflection on the relationship, in society in general and in communities in particular, of idea/strategy/process/project/work in the equation of urbanization and urbanity, considering the disciplinary area of Architecture and its transversalities with the social and human sciences and the public politcs in the social, political, economic and cultural fields.
Combining territory and landscape, urbanization, urbanity and rurality, memory and forgetfulness, "human being" and "urban being", it is intended, through a teaching practice based on the emphasis of the learning factor, on the trinomial teaching-learning-research, to approach the urgency of reconsidering strategies for the space of the city, its territory and communities, in a logic of "Service Learning" and "Engage Students", in the context of the 3rd mission of the University.
It underlines the importance of strengthening the presence in teaching-learning, in Architecture, of academic reflection on the equation of networks, territories and communities of invisibility, materials and immaterials, flows and dynamics and variable geometries of mobility of urban and periurban populations to the extent of their potential to create real conditions for a more inclusive, sustained development and planning, of progress, according to the most current trends of feminist urbanism and participatory urbanism. In this sense, it is, from the first contact time, a concern that requires the reinvention of teaching methods/processes in order to capture attention and develop the profile of the student leading to the formulation of critical thinking.
Estat the boundaries/barriers of everyday life, very marked by logics of physical and intellectual "zonation", of borders and rigid territories in its spatiality and social, political and urban conformation, in a tense relationship between access and exclusion, identity and revulsion, belonging and abandonment, we can characterize the pedagogical practice associated with this curricular unit as potentially catalyst and unlocker of the individual and collective construction of critical positioning, in a constant dialectic between teaching and learning, teaching and research and research and society, developing the 3rd mission of the University.
Starting from the specific case of the city of Porto and the territory called "Grande Porto" as an experimental laboratory, this U.C., by the evidence it intends to create, by encouraging students in the continuation of their studies and dynamics of participation in society (the social function of the architect), by the plan of reflecting on their subjects of focus, considers to be able to enrich the field of collective memory (material and immaterial) , both by the information and interpretation of the daily, ethnographic reality, the urban environment and the primary sources of material and immaterial heritage, as well as the research that may result from the curricular component and extracurricular extensions and interactions with other communities in the context of the University and civil society in general.
Anchoring itself in the objective of expanding and disseminating current knowledge and, combining it with the pedagogical and didactic dynamics and practices of a final cycle of an integrated master's degree in the artistic-scientific field, a Community of Pedagogical Innovation - inserted at Pedaghogical Innovation/University of Porto (CIP-UP-PTRI)-, an integrated line of trans and interdisciplinary studies and a grant of research projects, convening FAUP and consolidating collaborative practices with CITCEM (in the form of a community of investigation of the territory and communities) was constituted, focusing on sharing practices in the curricular and research spheres, providing, in order to create platforms of intellectual intersection, a set of classes open to the academic community, spaces for sharing and discussion in social networks, collective conversations and tertulias and colloquium spaces. In these moments, which are expected to be very participated, with the presence of students of formal and informal frequency, Portuguese, Erasmus, other academic years, other organic units of the UP and even some who have already completed the master's course and who are in internship or start the frequency of third cycle courses, allow the creation of a pedagogical atmosphere, of an enrichment of the critical mass in the university environment and of affirmation of diversity, inclusion and dissemination as essential values of the classroom space.
Observing the current formative and reflective offer in the context of FAUP and PU, considering as added value the construction of specific knowledge in an interdisciplinary register, transdisciplinaryly enriching the students' curricula, enabling them, by choice, the development of specialized studies in the last two years of MIARQ, showing them possible paths leading to the elaboration of their dissertation processes or final project , with this UC, it is expected to open perspectives in the discipline of Architecture and transversalities with areas that are related to it. In a prospective stimulus to the continuation of studies, and the continuation of research work.
Among the multiple reasons that could motivate us to develop this whole pedagogical process, some are judged as structuring:
-Recovery of the social sense of education in Architecture in order to contribute to the development of society;
-Potentiation of a democratic and participatory concept of active citizenship, fostering consideration in the equation of the urbanity of physical and social networks that characterize the aspect of urbanism that considers actors, people and communities in their equation;
-Underline the urban relations of cohesion and increase of the social capital of neighborhoods and communities, enhancing the complicity of teaching/research processes, learning to work networks, to network and to monitor the progress and results of these same intervention projects in the logics of the aforementioned learning in service;
-Improve the social perception of students and researchers and empowerthem of means, tools and platforms for understanding and dedrawing urban territories, especially the so-called losing territories in which these networks of invisibility are expressed. From the conditions of basic urbanity to the communication and digital information networks.
Finally, it is the objective of this U.C. to help to understand contemporaneity, regarding the study, understanding, problematization and interpretation of ideas, processes, projects and works in the context of public space, from the information and interpretation of these "territories and networks of invisibility", from the great work and research field that is Porto.
1. Promote, experiment and develop theoretical and practical knowledge of BIM (building information modeling) methodology comprising the basic concepts during Architectural Project development as a process for innovation, research, management and architecture construction.
2. Promoting research on Architecture through project development simulating a real context of multidisciplinary and collaborative practice.
3. Collecting knowledge about BIM methodology application in international context in the vast AEC fields (architecture, engineering and construction) analyzing business context experiences and case studies and assessing advantages and disadvantages of applying the methodology in the production of an architectural idea.
4. In this course, the student should be able to use the available tools (individual selection of software and research methods) in order to apply BIM methodology in the development of a practical project developed by the student and an existing building case study.
The UC has the following objectives: to make the students aware of the need of preservation and rehabilitation of the built heritage, to alert them for the most current causes of building pathologies associated with incorrect design and construction deficiencies and to provide them with the knowledge that will allow them to recognize the most important building pathologies, determine their possible causes and to define the corresponding rehabilitation solution.