Banca de DEFESA: NELIZA MARIA E SILVA ROMCY

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : NELIZA MARIA E SILVA ROMCY
DATA : 18/09/2017
HORA: 08:30
LOCAL: Miniauditório do PPGAU/UFRN
TÍTULO:

Parametric design and design education: Proposition of methodological guidelines, considering curricular strategies and the design studio.

PALAVRAS-CHAVES:

Parametric Modeling; Design; Education; Systems Thinking.

PÁGINAS: 310
GRANDE ÁREA: Ciências Sociais Aplicadas
ÁREA: Arquitetura e Urbanismo
RESUMO:

The generating potential of digital tools and advances in manufacturing are introducing new opportunities in design process. However, considering the national scenario, the reflection of these tools and processes is still not widely identified in design teaching / learning, in architecture and product design courses. In this context, the present research selected parametric modeling as the discussed digital tool, due to gaps in knowledge and because it is one of the technological foundations of other systems, such as Building Information Modeling. The research problem is: “How to introduce in design education the use of digital processes and tools that consider objects based on their parameters?” The use of parametric models is characterized by programming the dependencies between components through variables (parameters), focusing on the construction rules and relationships. Unlike a static three-dimensional model, a parametric model is a dynamic system of relationships between objects. Although parametric modeling is related to the use of digital media, design and representation of objects based on their parameters emphasizes the understanding of the interaction between parts and their emerging potential, which characterizes the parametric design. Based on premises that indicate that the research question is related to "systems thinking", "reflective practice in teaching" and "problem-based learning", the following hypothesis was established: considering that parametric design demands from designers both general skills from any design process as well as skills specific to the parametric approach, its introduction into teaching extrapolates the scope of a single discipline. Thus, it must be thought from a systemic point of view and include both curriculum frameworks and the studio model in an integrated approach. The study object comprises possible relations between parametric design and design education. The overall objective of the research is to understand the specificities of parametric design, supported by systems thinking, and propose new methodological guidelines for the application of its tools and processes in design education, in architecture and product design courses, considering disciplines and curriculum frameworks. Specific objectives include: 1. analyze the specificities of parametric design, considering systems thinking; 2. analyze the specificities of design education, in architecture and product design courses; 3. characterize the current scenario of parametric modeling in national education, with an emphasis on design disciplines, in order to identify best practices and key challenges; 4. propose and implement methodological guidelines in design teaching / learning in architecture and product design undergraduate from pedagogical experiments, in order to use parametric tools and processes within design activity. The research outline was based on the characteristic steps of constructive research, summarized in the following stages: 1. understanding of the problem; 2. proposition (development and implementation of the proposal); 3. Validation (discussion and reflection). Understanding included literature (theoretical study), and empirical survey / site visit with data collection, to characterize the national scenario and the local scenario. The local scenario (Federal University of Rio Grande do Norte – UFRN – and Federal University of Ceará – UFC) hosted the proposition and validation steps. Proposition consisted in developing methodological guidelines for the use of tools and parametric processes in design education. It included the study of an initial proposal and its application to possible adjustments through pedagogical experiments of short and long term (extension course of 20h and two elective courses, held in UFC). Finally, validation was the partial revision of the proposal and the application of a new pedagogical experiment (extension course of 40 hours, held at UFRN), in addition to its presentation, during focus groups, to teachers /researchers who participated in the courses and the disciplines (UFRN and UFC). At the end of the research, the proposal was revised again, when including both curriculum frameworks and an integrated studio model proved to be necessary, a coherent result with the initially proposed hypothesis. As such, it can be affirmed that parametric design must be introduced throughout the curriculum frameworks, in a gradative and diluted approach, contributing along with the different Expertise Areas, in their respective specifications. In this context, an approximation between design and execution is sought, along with a procedural view of the project, where the design studio is applied as an environment for experimentation, collaboration and investigation of problems and solutions.

MEMBROS DA BANCA:
Interno - 3549781 - BIANCA CARLA DANTAS DE ARAUJO
Externo à Instituição - DANIEL RIBEIRO CARDOSO - UFC
Externo ao Programa - 350503 - FERNANDO JOSE DE MEDEIROS COSTA
Presidente - 1298938 - MAISA FERNANDES DUTRA VELOSO
Externo à Instituição - MARIA GABRIELA CAFFARENA CELANI - UNICAMP