Los enunciados gráficos en la materia Introducción al Conocimiento Proyectual I del Ciclo Básico Común : su rol significante en la transmisión ideológica y metodológica de las cátedras : un análisis del material discursivo significante de las cátedras utilizado durante el primer cuatrimestre del año 2017 en la sede Ciudad Universitaria
This presentation analyzes the graphic statements employed by the university courses of Introducción al Conocimiento Proyectual I, Ciclo Básico Común, UBA, Ciudad Universitaria campus, throughout first term 2017. Graphic statements (tasks/projects) connote every significant material considered as di...
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| Formato: | info:eu-repo/semantics/masterThesis |
| Lenguaje: | español |
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Universidad de Buenos Aires. Facultad de Arquitectura, Diseño y Urbanismo
2023
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| Acceso en línea: | http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=aaqmas&cl=CL1&d=HWA_7541 https://repositoriouba.sisbi.uba.ar/gsdl/collect/aaqmas/index/assoc/HWA_7541.dir/7541.PDF |
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| Sumario: | This presentation analyzes the graphic statements employed by the university courses of Introducción al Conocimiento Proyectual I, Ciclo Básico Común, UBA, Ciudad Universitaria campus, throughout first term 2017. Graphic statements (tasks/projects) connote every significant material considered as discourse material. Both leading approaches guided this presentation, the field of Design Theory (Arfuch, 1997; Frascara, 1997/2018; Samaja, 1999; Mazzeo y Romano, 2007; Ledesma, 2010; Mazzeo, 2014/2017; Schön, 1992), in which forms of production, function, reception and completion of graphic statements are studied; and the Critical and Cultural theory (Bajtín, 1982; Bookchin, 1982; Foucault, 1980-1988; Castoriadis, 2003-2004; Sabugo, 2014), to explore into several issues which cut across human beings in a variety of contexts. As a result, concept crossing generates specific features which emerge in the materials produced during the course. Similarly, the analysis put forward by Verón (2004) allowed possible viewpoints which stand for ideologic and methodologic insights into the elaboration of graphic statements. The relationship built up between students and statements is researched considering the form-context theory devised by Alexander (1971). In order to achieve the goals already described, we employed tools delivered by the indiciary method developed by Ginzburg (2008); in addition to, we shall argue about De Brasi (1991) and De Quiroga (1990), who provide an insight regarding the "active subject as producer of new knowledge". |
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