Banca de DEFESA: JULIANA ANDRADE BORGES DE SOUSA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : JULIANA ANDRADE BORGES DE SOUSA
DATE: 03/11/2023
TIME: 14:00
LOCAL: Auditório da FAU, Prof. Jayme Golubov
TITLE:

Teaching Planning in Higher Education: A Proposal for Lighting Education in Architecture and Urban Planning Courses at Federal Universities

KEY WORDS:

higher education teaching; higher education planning; Lighting Design education; typologies of learning content.

PAGES: 740
BIG AREA: Ciências Sociais Aplicadas
AREA: Arquitetura e Urbanismo
SUMMARY:

Planning in higher education is essential for achieving student learning objectives; however, the act of planning involves specific pedagogical knowledge that often isn't part of the teaching repertoire in higher education. This thesis aims to investigate planning and pedagogical knowledge present in the practice of teaching Lighting Design in Architecture and Urban Planning faculties of Brazilian federal universities. It proposes a reflection on the importance of planning that promotes the attainment of university education objectives while facilitating the assimilation and synthesis of knowledge by students. The theoretical framework, based on Zabala's (2007) theory of typologies of learning content, can aid instructional planning in the context of Lighting Design education by considering the need for conceptual, procedural, and attitudinal content. In their teaching plans, instructors can thus incorporate both technical issues and the objectives of university education, especially those related to attitudinal content. The following objectives were identified: establishing theoretical foundations that address pedagogical aspects relevant to higher education; comprehending the international landscape of Lighting Design education; understanding the teaching of Lighting Design in Architecture and Urban Planning courses at Brazilian federal universities, particularly concerning planning; and identifying the didactic-pedagogical resources employed by instructors. A qualitative research methodology was adopted, involving documentary research and field research. Documentary research included a Systematic Literature Review and analysis of primary documents (syllabi, Curriculum Projects, and Course Plans from selected courses). Field research comprised interviews with instructors from selected federal universities. The analyses yielded the following results: (1) substantial alignment between the content taught in lighting-related courses within Brazilian architecture and urban planning programs and globally perceived important content; (2) significant issues in analyzed Curriculum Projects and deficiencies in Course Plans; (3) interviews revealed gaps in instructional planning in terms of alignment with Curriculum Projects, but identified a trend towards didactic-pedagogical approaches fostering a dialogue between theory and practice, contrary to criticisms of technology-focused subjects. Conclusions highlight that various typologies of learning content are typically present in education, even if instructors aren't conscious of it. As an outcome, a Course Plan is presented that integrates different typologies of learning content, considering identified best practices and common features found in analyzed Curriculum Projects. The contributions from this thesis are deemed applicable not only to Lighting Design but also to various fields within Architecture and Urban Planning education.

COMMITTEE MEMBERS:
Presidente - 1662239 - CLAUDIA NAVES DAVID AMORIM
Interno - 2658711 - CAIO FREDERICO E SILVA
Externa ao Programa - 1308175 - OTILIA MARIA ALVES DA NOBREGA ALBERTO DANTAS - UnBExterna à Instituição - BETINA TSCHIEDEL MARTAU - UFRGS
Externa à Instituição - CLARA OVÍDIO DE MEDEIROS RODRIGUES - UFRN