EVALUATION OF COLLECTIVE CRITICAL ANALYSIS OF DESIGN FROM THE PERSPECTIVE OF ARCHITECTURE AND URBANISM STUDENTS

Abstract

The prevalence of teaching-learning environments of design characterized by a rigid hierarchical structure has been recurrently cited as a problem to be faced for the sake of training critical professionals committed to social welfare. Bearing in mind the need to raise students to act as co-producers of knowledge, this article aims to investigate how Collective Critical Analysis of Design, a type of group crits that has been applied in workshops which deals with rehabilitation of urban areas and buildings, is evaluated by the students of architecture and urbanism at Federal University of Minas Gerais. The qualitative analysis of the data obtained through the application of a questionnaire indicates that, according to the perceptions of students, the Collective Critical Analysis of Design, depending on the abilities and skills of the teacher, can facilitate the generation of a critiquing setting more horizontal and favourable to the development of the ability to (self) critique and autonomy of the students. Among the other benefits associated with the technique, it is necessary to emphasize: (i) expansion of the reference framework, (ii) promotion of collective learning, (iii) optimization of design process, (iv) promotion of creativity, and (v) development of skills required by teamwork, such as communicating, listening, asking and arguing in front of a group.