Abstract:

In education, the value of every trip as an extension of learning should not be ignored. The importance of the "presential" in the experimentation of architecture and in the haptic verification of interior spaces and places.

But it's not just about this: the new ways students communicate through social networks are producing a lack of personal communication between students in the classroom.

Trips are also a way of promoting coexistence that will favor the creation of a camaraderie environment that is increasingly difficult to achieve in an individualistic society, as well as energize horizontal learning and teamwork that is so important today.

It is clear that to rethink the future we must know history. And travel helps us to do so. There is no better example than the “grand tour”, which was widespread between the 17th century and the beginning of the 19th century, as part of the education of young Europeans with economic resources.

Traveling awakens our critical capacity, we discover how partial and local our training is, how distant we are from other cultures and how alien their expressions are to us. And uncertainty, ignorance, and curiosity to know, translate into influences, connections, references that promote knowledge.

In our presentation, we want to share the learning experience of the study trips that we carry out at our university, with architecture students. Learning begins in the classroom, with group preparation of the itinerary, the places to visit and their historical and graphic information. The experience culminates with the trip itself (in addition to everything, that is extremely important as a catalyst for coexistence and a sense of group), and ends with the compilation and sharing of the writings, drawings, photographs and videos made by the students, with judgments about what visited and the new knowledge that it has brought them.

Keywords:

Trip, architecture, learning.