Journal Issue: Número 24
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Volume
12
Number
24
Issue Date
2023-07-18
Journal Title
Journal ISSN
1390-7263
Journal Volume
Volumen 12
(12)
Articles
Tendiendo puentes entre la divulgación y la comunicación de las ciencias a nivel mundial
(Universidad de Cuenca. Facultad de Arquitectura y Urbanismo, 2023-07-18) Jiménez Pacheco, Pedro
La educación en las facultades de arquitectura durante el confinamiento: la Escuela de Valencia (ETSA-UPV)
(Universidad de Cuenca. Facultad de Arquitectura y Urbanismo, 2023-07-18) Cabrera Fausto, Iván; Fenollosa Forner, Ernesto
The declaration of the alarm state in Spain approved to manage the COVID-19 pandemic, led to the population’s home lockdown. As consequence, the teaching of all the degrees taught at the Polytechnic University of Valencia (UPV) was transferred to a remote online modality. The aim of this study is to verify the effect of the methodological change on the most important indicators of the degrees, such as success and satisfaction rates. In the case of education in the Faculty of Architecture, the consequences of the loss of face-to-face attendance on the different types of subjects will be analyzed: for example, the graphic subjects, which were harmed, or the guided subjects that benefited due to students getting an unexpected time. It will also show the effect of the change in the evaluation model, which had to be carried out remotely, leading to historical success rates in some technical subjects.
La asignatura de Proyectos en los estudios de Arquitectura de las universidades públicas españolas: de 1975 al Espacio Europeo de Educación Superior
(Universidad de Cuenca. Facultad de Arquitectura y Urbanismo, 2023-07-18) Ramos Carranza, Amadeo; Añón Abajas, Rosa María
The higher technical schools of architecture in Spanish public universities have traditionally given an important presence to the subject of Projects. The aim is to analyze the evolution of this subject in the various curricula that have followed one another since the Ministerial Order of 30-06-1975 until Royal Decree 1393/2007, which precedes the entry into the European Higher Education Area. Is used an empirical-analytical method that combines descriptive and relational aspects to demonstrate and quantify the changes that have taken place since 1975 in this essential and identifying subject for architectural education. The conclusions provide criteria for future reforms of current curricula, considering the Seville school as a possible example of application.
Principios de planeamiento en el urbanismo moderno alemán de la primera posguerra europea
(Universidad de Cuenca. Facultad de Arquitectura y Urbanismo, 2023-07-18) Bosch Abarca, Jorge
The change in the German urban paradigm in the first post-war period in Europe places the inhabitant at the center of the city’s configuration. The war supposes the determining factor that concludes the period of representation of the compact town and initiates a new urban approach in which the man, the house, and nature configure the new physical reality. This modern city condenses the efforts that for decades have tried to transform the stony body of the industrial city, giving rise to new urbanization criteria that, regardless of any stylistic affiliation, are common to the entire German territory. From the study of primary sources of the period, this article compiles these principles of the modern German urban planning in the form of a decalogue.
El aprendizaje-servicio para un cambio de paradigma más que humano en las escuelas de arquitectura
(Universidad de Cuenca. Facultad de Arquitectura y Urbanismo, 2023-07-18) Gutiérrez Vázquez, Lucía; Seve, Bruno; Amann Alcocer, Atxu
In the context of crisis and globalization, the Bologna Plan has generated a university model whose training is oriented almost exclusively towards access to the labour market. Consequently, the subordination to certain subjects leaves out emerging issues that have no place in the curricula and only appear in educational innovation projects and service-learning projects that favour a relationship between academia and reality. This article presents the experience of Service- Learning carried out in an experimental workshop at the School of Architecture that addressed the need to introduce the consideration of non-human groups in urban processes. By analysing the experience through a systematic qualitative record and a theoretical review, the results can be positively assessed, detecting in the students a growing interest in promoting a commitment to the more-than-human from a situated approach.