Abstract:

The repertory presents itself as an essential element for the understanding, application and communication of the process of creating and elaborating a project, being a relevant theme in the teaching of Architecture and Design. The repertoire that the student brings from his personal experiences is related to his life story, to his social, cultural and emotional relationships, and is being built and expanded based on a joint intertwining, between what he brings from this life trajectory and the stimuli received of the school. This process of building the repertory is closely related to the cognitive process. Recent research in the cognitive field has shown that project teaching and pedagogical practices in architecture can be rethought and restructured with the application of neuroscience-based principles, which are presented through neuroeducation. Neurosciences allow the understanding of how the brain processes and retains information, being able to contribute to the cognitive processes involved in the project design, through stimuli that enhance the use of the repertory. This article aims to establish an approximation with the field of cognitive neuroscience from the analysis of empirical pedagogical experiences carried out in design disciplines of the early years of Architecture and Urbanism and Interior Design courses, focusing on the study of the project repertory. Such experiences were analysed in the light of theoretical references in the field of cognitive sciences, especially the neurosciences applied to teaching and learning, with a focus on the principles of neuroeducation. To this end, a cut was made of the teaching methodologies in subjects of the courses of Architecture and Urbanism at the University of Taubaté - Unitau, and in the Higher Course in Technology in Interior Design at the Federal Institute of São Paulo, both in the state of São Paulo, Brazil, in the years 2018 and 2019. With the results it was possible to weave relationships between the teaching methodologies used and the principles of neuroeducation, understanding how the brain captures, stores, and transforms the information collected into knowledge, thus activating the student's repertory in the project design. This process resulted in significant apprenticeship, showing that it is possible to contribute transdisciplinary with the teaching practice in Architecture and Design.

Keywords:

Architecture, Design, Neuroscience, Neuroeducacion, teaching and learning process, teaching methodologies, repertory.