Junta de Andalucía Instituto Andaluz del Patrimonio Histórico Consejería de Cultura Directorio Institucional de la Cultura
Activos Digitales IAPH
Por favor, use este identificador para citar o enlazar este ítem: https://hdl.handle.net/11532/328900
Título : Learning challenges in the teaching of urbanism in Spain, results after the Bologna Process
Autor : Pérez Cano, María Teresa
Navas-Carrillo, Daniel
Navarro de Pablos, Francisco Javier
Espino Hidalgo, Blanca del
Rodríguez Lora, Juan Andrés
Fecha: 2018
Descriptores tematicos: Arquitectura
Urbanística
Enseñanza universitaria
Formato: .pdf
Editorial : Valencia : IATED Academy
Fuente : International conference of education, research and innovation (11º. 2018. Sevilla), pp. 3971-3982
Resumen : This paper aims to address the challenges faced by the training in urban and territorial planning in the Spanish Schools of Architecture after the adjustment of the Bachelor of Architecture to the European Higher Education Area (Bologna Process). Architecture is a regulated profession; graduates have access to an enabling degree where professional competence acquires an internationalised global dimension today. But Architecture, compared to newly created degrees, drags centuries-old training baggage, which has been trying to adapt to the changes with the times. Thus, while Engineering -the ot her main degree of the branch of knowledge Engineering and Architecture- has chosen to specialise, unfold and multiply in a great diversity of university degrees, Spanish professional architectural associations decided to maintain a unique title. Urban planning is one of the specific competences of the architecture degree in Spain, but not in other European countries such as France. The research will start by analysing what has been the training trajectory in urban and territorial planning in Spain, since the creation of the first Chair of Urbanism at the School of Architecture of Madrid in 1918, until nowadays. In parallel, we will revise the new professional competences involved in the matter. The curriculum of 1932 introduces the subject Urbanology, replacing the matter Layout, Urbanisation and Sanitation of Cities of the Plan of 1914. It was the only subject related to the topic until 1957. This new plan proposed basic training of two urbanistic courses, together with an optional choice for a speciality itinerary in the fifth academic year: Urbanism Section. These successive revisions of the curriculum in 1964 and 1975 maintained and developed this speciality. From the restructuring of 90s (RD 4/1994) the teaching offer of the already numerous Schools of Architecture was diversified, through the offer of optional subjects. In addition to the two core subjects of city planning, and therefore shared in all the degrees, many centres continued to offer specific routes or itineraries concerning city and territory. The conclusions of this retrospective analysis will be confronted with the competences currently required in urban planning, through the revision of the present regulatory framework. We will consider the European guidelines and the specific competence content included in the White Paper on Architectural Education for the urban profile. In this sense, the revision of different Spanish Schools of Architecture will be approached, confronting them with educational references in urbanism of other European contexts. Among the expected results, we can point out that in opposition to the diversification experienced by other disciplines, the training in Architecture has maintained the generalist and integrative character despite the general content reduction that has led to the redefinition of the degree as a consequence of the Bologna Process. In this context, not only the competence deficit is evident compared to previous curriculums, but it is also difficult to guarantee that the architecture students' learning responds to the new professional demands at a time when urban and territorial planning is in redefinition. Ultimately, the communication aims to reflect on the past and present of the teaching of urbanism in Spain to reflect on the challenges that its training must address in the near future. Keywords: Curriculum, European Higher Education Area, Schools of Architecture, Urbanism and Territorial Planning.
Derechos: © Instituto Andaluz del Patrimonio Histórico
Derechos URL: https://creativecommons.org/licenses/by-sa/4.0/deed.es
URI: https://hdl.handle.net/11532/328900
DOI: https://doi.org/10.21125/iceri.2018.1883
Aparece en las colecciones: Jornadas/Congresos
Ficheros en este ítem:
Fichero Descripción Tamaño Formato  
15_ICERI_Teaching Urbanism.pdf
  Acceso Restringido
10,89 MBAdobe PDFVer

Los ítems de IAPH están protegidos por copyright, con todos los derechos reservados, a menos que se indique lo contrario.

Ítems relacionados

Rhinoceros 5 + vray as a tool for the evaluation of conditions in BIC environments : The cases of the Atarazanas, the convent of San Agustín and the Plaza Nueva in Sevilla

Navarro de Pablos, Francisco Javier; Mosquera Pérez, Clara; Navas-Carrillo, Daniel; Espino Hidalgo, Blanca del; Pérez Cano, María Teresa

The urban heritage characterization using 3D Geographic Information Sytems : the system of medium-sized cities in Andalusia

Navas-Carrillo, Daniel; Espino Hidalgo, Blanca del; Navarro de Pablos, Francisco Javier; Pérez Cano, María Teresa

Heritage conservation and urban vulnerability : the system of medium-sized cities of Baetica's inner territory

Navas-Carrillo, Daniel; Espino Hidalgo, Blanca del; Rodríguez Lora, Juan Andrés; Pérez Cano, María Teresa

Patrimonio urbano y planeamiento : la protección del paisaje patrimonial a través del planeamiento especial

Pérez Cano, María Teresa; Espino Hidalgo, Blanca del; Navas-Carrillo, Daniel