Hábitat y desarrollo. Explorando caminos de innovación educativa en arquitectura.

Abstract

Habitat and development. Exploring paths of educational innovation in architecture and urbanism. It has been two decades since the first subjects that incorporated basic habitability or development cooperation appeared in the training of the architect in Spain. Since then the schools of architecture have been incorporating content that is increasingly demanded by both society and students themselves. The economic crisis initiated in 2008 or the Sustainable Development Objectives approved in 2015 by the United Nations should make us reflect on the centrality of these issues in the formation of architecture and urbanism. Since the year of its creation, in 2001, the optional Habitat and Development has been proposed to make visible the social architecture as an important part in the architect's training, in which the architectural process is prioritized, closely related to the habitat (the inhabitant, the habits and their relation to the place), in front of the product (the object, the building, as a formal synthesis of that architecture). The subject makes a reading of the role that development cooperation can play in the training of the architect. Citizen participation is another of the cross-cutting themes that are incorporated into the subject by training students in techniques specifically applicable to the field of architecture and urbanism. Habitat and development is taught in the first semester of fifth year of the degree in architecture of the University of Las Palmas de Gran Canaria.

La construcción del Centro social de Cañada Real como medio de formación e integración

“…En realidad, la situación no es tan extrema como este ejemplo muestra. En varias escuelas existen asignaturas y actividades específicas de grado y postgrado, generalmente optativas, que buscan una formación en materia de construcción social del hábitat, pero no parece existir una preocupación troncal por la materia (Martín & Díaz, 2017).…”