Abstract:

This paper presents a transdisciplinary approach to teaching-learning of Project in the context of the articulations between Architecture, Interior Design and Education, from a pedagogical experience of methodology by Projects (or Project Based Learning - PBL) carried out in the higher education course of Technology in Interior Design of the Federal Institute of Education, Science and Technology of the State of São Paulo, in the city of Jacareí, São Paulo, Brazil. It aims to investigate how possibilities and effectiveness of applying the Project Based Learning (PBL) method in project teaching in the field of Architecture and Interior Design from real cases, aplicated in an integrated way, articulating the various components of the curriculum. It also intends to analyze the pedagogical strategies and methodologies used from the perspective of theoretical references in the field of Education that focus on active learning methods. The teaching strategy did within the scope of an extension action with the external community, inserted in the curricular components of the second year of the course, having the discipline of Project of institutional buildings as an articulator. The projects were carried out in partnership with institutional entities and social groups and consisted of low-cost interior projects in municipal public institutions, such as daycare centers, public schools and homes for the elderly, which presented demands real for the adequacy of their spaces, or had environments lacking adequate environmental quality. Initially, a pilot project was carried out throughout 2019 with a municipal public school located on the outskirts of the city of Jacareí, using the PBL methodology, and the role of the students went to carry out the projects, from capturing information and collecting data, until the final stage of presentation of the executive project to the external community and the municipal management entities. In this way, they were able to participate in all stages of the process, so that, under the guidance of teachers and municipal technicians, they were able to experience the process of creation and elaboration in a direct relationship with the practice of execution, with all the challenges and problems arising from this reality, promoting well-being and improving the quality of the environments for its users, providing greater quality of life, comfort and safety to the community served. It was remarkable the perception of the positive results in the students' learning process, corroborating the discussion on active methods as didactic strategies, so that the student participated as an active agent in the process of socio-spatial transformation, in addition to experiencing the “learning by doing”. This transdisciplinary approach goes beyond the context of Architecture and Interior Design, as it encompasses educational concepts that engender actions for project design, trains professionals who are critical and aware of their role in society, making it possible to redesign and reconstruct the skills and abilities of designers.

Keywords:

Architecture, Interior Design, PBL, project based learning, active methods, teaching strategy.