16. Yes, we draw! El papel del dibujo en la pedagogía contemporánea de Arquitectura. Yes, we draw! The role of drawing in contemporary Architecture teaching.

The disconnection between academy and praxis has been one of the most prominent and discussed issues around architectural education in the wake of the XXI century. In Chile it is posible to distinguish two niches of resistance: the Pontificia

Synthesis of the research conclusions on the impact of two university systems: public (European root) and neoliberal (North American root) in the architecture education of Spain and Chile, singular examples of each model. In order to find out if the institutional frame in which architects are formed is a support or an academic corset: an instrument that encourages disciplinary innovation or a ballast that leads to the repetition of established routines and prevents actualization to new professional requests. The study was based on interviews with teachers and school principals: 24 Spanish and 20 Chileans. The results show significant impacts on four key aspects: School characteristics, Definition of student and teacher profiles, and Curricula definitions.

El siguiente artículo reflexiona en torno a determinados cambios que las actuales estructuras y políticas universitarias han catalizado transversalmente al interior de las escuelas de arquitectura. A partir de los resultados de una investigación doctoral (Barrientos, 2020) y una serie de entrevistas realizadas en Chile y España a académicos de diversas escuelas que se consignan en esta comunicación, se develan relaciones entre el contexto eminentemente práctico e íntimo del proceso formativo y aquel administrativo e institucional, los que en conjunto definen un espectro dentro del cual las comunidades formativas disciplinares devienen. Desde una mirada intimista y un enfoque cualitativo, osamos aproximarnos a un sondeo del inefable espíritu universitario contemporáneo que, dentro de este espectro, emerge en las escuelas de arquitectura. Esto, con el objetivo de enunciar un principio de reflexión informada y actualizada en torno a los efectos que tienen los abstractos marcos normativos en el mundo dinámico y eminentemente vital de la formación universitaria y vislumbrar futuros posibles en tiempos de cambio.

This work is the result of an undergraduate thesis carried out at the School of Architecture of the University of Bío-Bío. It constitutes a first approach towards the visual imagery that resides in the university's students with respect to the university campus and their immediate surroundings. It is part of a set of efforts made by the Taller de Barrios pedagogical initiative over the last 5 years aimed at installing the idea of "University Neighborhood" in the imagination of the university community as well as in the neighborhood surrounding the campus. This, in direct response to the indifference with which the campus has developed throughout its history. The methodology is hybrid. We use mental maps and semi-structured interviews. The findings reveal that attachment to the neighborhood is low and confirm that the "back area" of the campus, geographically and landscape wise the most relevant, does not figure in the student´s imagery.