Banca de QUALIFICAÇÃO: JULIANA ANDRADE BORGES DE SOUSA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : JULIANA ANDRADE BORGES DE SOUSA
DATE: 10/07/2023
TIME: 14:00
LOCAL: Auditório do PPG-FAU e link para banca em https://www.ppgfau.unb.br/component/agenda/agendas
TITLE:

Teaching planning at the university: a proposal for Lighting Education in Architecture and Urbanism courses at Federal Universities

KEY WORDS:

teaching in higher education; higher education planning; lighting education; learning content typologies.

PAGES: 270
BIG AREA: Ciências Sociais Aplicadas
AREA: Arquitetura e Urbanismo
SUMMARY:

This thesis investigates the lighting education in the Architecture and Urbanism colleges of Brazilian federal universities from the perspective of teaching planning and the didacticpedagogical knowledge present in its praxis, proposing a reflection on the importance of planning that promotes the achievement of university training objectives while facilitating the students' comprehension and synthesis of knowledge. It is argued that the use of the theory of learning content typologies proposed by Zabala (2007) can assist in teaching planning in the field of lighting education by considering the need for conceptual, procedural, and attitudinal content. Teachers can incorporate both technical issues and the objectives of university education, especially related to attitudinal content, into their teaching planning. To this end, it was necessary to establish the theoretical foundations that address pedagogical aspects focused on higher education; understand the panorama of lighting education in the international context; understand how lighting education is conducted in Architecture and Urbanism courses at federal universities, especially in terms of planning; and identify the didactic-pedagogical resources mobilized by teachers for this education. A qualitative research methodology was adopted, which included documentary research and field research. The documentary research involved a Systematic Literature Review (SLR) and analysis of primary documentation (38 syllabi, Course Pedagogical Projects, and Course Plans - CCPs from 5 selected courses). The field research includes conducting interviews - with teachers from international universities and teachers from the 5 selected national courses. So far, the analysis has pointed to the following results: (1) there is a great compatibility between what is taught in lighting-related subjects in the context of Architecture and Urbanism courses at Brazilian federal universities compared to what is considered important to teach in the global context; (2) there are significant problems related to the analyzed CCPs, as well as deficiencies in the Course Plans; (3) the interviews conducted so far have revealed gaps in teaching planning regarding alignment with CCPs but have identified a tendency towards didactic-pedagogical approaches that promote dialogue between theory and practice, contrary to what various authors criticize about the teaching of technological subjects. Furthermore, it was noticed that different typologies of learning content are usually present in teaching, even if teachers are not aware of it. As a contribution, this thesis intends to present a Course Plan that integrates different typologies of learning content, taking into account the identified best practices and common provisions found in the analyzed CCPs. It is understood that the contributions arising from this thesis can be applied to the teaching of various areas of Architecture and Urbanism, not limited to the disciplinary field of Lighting.

BANKING MEMBERS:
Externa à Instituição - BETINA TSCHIEDEL MARTAU - UFRGS
Externa à Instituição - CLARA OVÍDIO DE MEDEIROS RODRIGUES - UFRN
Interno - 2658711 - CAIO FREDERICO E SILVA
Presidente - 1662239 - CLAUDIA NAVES DAVID AMORIM
Externa ao Programa - 1308175 - OTILIA MARIA ALVES DA NOBREGA ALBERTO DANTAS