Zonas de tensão: o arranjo extensionista como prática de ensino para outras formas do ofício em arquitetura e urbanismo

Abstract

This thesis has as its starting point the fi nding of the existing gap between teaching practices, mostly carried out in schools of architecture and urbanism, and the various popular realities coexisting in the country. Such detachment is understood here as a signifi cant part of a broader system, which has in teaching some of its gears that act in the formation of an elite fi eld of action, which develops itself despite the inequalities that have historically characterized Brazilian society and cities. This understanding guides the scrutiny of perspectives of approximation between the teaching of architecture and urbanism and popular realities, in the intention of making it more complex, through the multiplicity of issues that emanate from this approach. The research fi eld was confi gured as a set of extension and teaching initiatives, which converged in the projective interactions that involved teachers and students from FAUFBA, and residents (s) and their self-built houses in the popular neighborhood of Gamboa de Baixo, in Salvador-BA. The analyzed interactions occurred through cycles of different intensities, with their greatest concentration in the years 2018 and 2019. This set of interaction initiatives between university and community, led us to conceptualize the Extensionist Arrangement, as an articulation between different possibilities available in the structures of the university, involving adaptable ways of dealing, on one hand, with the temporal asynchrony between community processes and academic processes, and on the other hand, with the gaps and limitations characteristic of each initiative involved. The analysis of the evidence and learning that emerged in the interactions with Gamboa, led us to observe the dimensions of politics, culture, and technology as fundamental reading keys for understanding the ills of teaching, which proved to be directly connected to the existing gap between teaching and popular realities. The observation of the data on the prism of these three dimensions, explained that the learning with which we interact was quite different from those with which the students were more accustomed in the training environments. These different learnings make up a hue of tension, generating what we understand to be the tension zones that coexist in the teaching of architecture and urbanism. The interaction with the reality of Gamboa de Baixo informed us about other ways of teaching and learning, which go beyond classroom spaces and university agents, allowing the approach of a variety of other themes and issues that enriched the researched teaching activities, at the same time that they indicated the need to overcome institutionally structured ways of thinking over decades. Based on Gamboa’s experience, using prototyping and experimental methodologies that are based on the principles of open source, we highlight paths and notes for a closer approximation between teaching and popular realities, through teaching practices that point out other forms of the profession for architects and urban planners.