Proposta arquitet��nica para o Centro de Treinamento dos Servidores do IFRN com base nos fatores de desempenho energ��tico.

In recent years, as part of the expansion process of its activities, the Instituto Federal de Educa����o, Ci��ncia e Tecnologia do Rio Grande do Norte ��� IFRN (Federal Institute for Education, Science and Technology of the State of Rio Grande do Norte ��� IFRN) detected the need to hire more employees for the institution. This expansion process, a policy of the Federal Government, together with the increase of human resources, required the construction of an adequate facility in the municipality of S��o Gon��alo do Amarante-RN, for training and qualification and as a means of better enabling its personnel. Along with this policy, the Federal Government is also deeply concerned that its buildings be environmentally friendly. This study deals with this subject matter, as it develops an architectural design of a public building with an emphasis upon the reduction of energy consumption, through the study of energy performance factors such as defined by Carneiro (1988) and adapted by the author of the present study. It is known that residential, commercial and public buildings represent about 45 % of energy consumption in Brazil. That is why it is necessary to consider the reduction of such consumption in buildings, as well as the role that professionals, especially architects, play in this issue. The most effective participation in this regard in the field of architecture occurs in the design phase. However, the architectural solution proposed here goes beyond the energy performance factors, since it also involves other aspects, such as the definition of the concept, the parti and the spatial solution itself. In this sense, the architectural project of the Centro de Treinamento dos Servidores do IFRN - CTSIFRN (Training Center for IFRN Personnel ��� CTSFIRN) is particularly fitting as a subject for research at the Professional Master Program at PPGAU/UFRN, which is devoted to research on architecture, design and the environment.

Recanto do vale do pium: condom��nio de habita����es com ��nfase no baixo impacto ambiental e no desempenho t��rmico do ambiente constru��do

This work describes the design process of a small recreational gated community in Pium, N��sia Floresta/RN, from concept to final design stages, with emphasis on low environmental impact, thermal comfort and the spatial quality of housing. The process consisted in a review of the literature and relevant standards, studies of design references and architectural programming. The project development was initially focused on the project���s feasibility, with the definition of the number of units, implantation, size and location of the dwellings and the common areas of the development. Two types of houses (four low rise and five duplex units) have been proposed in order to attend the premises of architectural programming. The conception of the architectural design began with the rooms��� zoning according to the lots. This resulted in the pre-selection of three alternatives that were evaluated in terms of spatial quality and environmental performance. The development of sketches focused on the envelope consistent with the bioclimatic guidelines and on the language of the compatible proposal with the lowest possible environmental impact of the building system, which resulted in the selection of the eucalyptus wood type. During the working drawings, the Quality Technical Regulation for the Level of Energy Efficiency Residential Buildings (RTQ -R) was adopted for the evaluation of the envelope, which resulted in "B" level of efficiency for the first case. After minor adjustments, mainly in frames, the efficiency level rose to "A", demonstrating that early project decisions contributed to the envelope energy performance. Besides the design of the two types of units, the final proposal of the gated community includes the design of the equipment for the common areas (entrance, multipurpose room and support and service sector), and the descriptive texts explaining the project and construction���s details.

Arquitetura bioclim��tica para institui����o de ensino fundamental em S��o Gon��alo do Amarante/RN

In the design of a building process must consider climatic variations in the region, the external conditions and the use of available resources in nature, like the sun, vegetation, rain and winds, to provide a built environment with comfort and environment reduced energy expenditure. However, increasing urbanization, often with an occupancy of disordered ground comes disregarding this knowledge and disregarding local characteristics, drastically reducing the green areas. This disordered occupation associated with the reduction of green spaces, is modifying aspects of climate and thus, damaging the thermal comfort of users. Given this situation was born the question: What projetuais strategies can bring better thermal conditions to an educational building located in a region of hot and humid weather? Thus, faced with two important issues , education and environmental comfort , the research is justified by the fact that there is a large national demand for expansions and renovations in its public schools , but not in most areas provides students with quality for good learning development. This paper aims to draw up a project for establishment of Primary Education with the application of the concepts of bioclimatic, highlighting the use of vegetation as a regulatory element of the climate. Initially we carried out a literature search; we analyzed architectural solutions and set up the site. The next phases, called understanding, were raised with the laws, rules and environmental restrictions. Subsequently, the program needs and the development of architectural design was defined. The conclusion of this paper presents the definition of criteria and solutions for the use of vegetation to design of bioclimatic architecture in hot and humid climates and contributes a catalog of plant species for schools in the metropolitan region of Natal, RN.

O projeto arquitet��nico e a antecipa����o do projeto de seguran��a contra inc��ndio: interfer��ncia m��tua, intera����o necess��ria

The great demand for Federal Institutions of High Education (IFES) design, triggered by the favourable political moment, boosts the public works market and brings with it the stigma of seeking the lowest cost and meet the federal Law 8.666/93 (Bids). In this context, this research makes an analysis of compliance with Fire Safety���s normative requirements in IFES���s architectural designs, taking this point as an evaluation of quality of designs. For the study, were used, IFES���s designs, specifically from UFERSA ��� Universidade Federal Rural do Semi��rido and UFRN ��� Universidade Federal do Rio Grande do Norte, selected by the relationship use x public served and yet, in the replication of these buildings��� construction. The research was developed through the identification of the Fire Safety applicable legislation to the designs in question, with the determination of the demanded conditions that are architect���s autonomy or that affect the architectural design. Tabulated the requirements, through data collection and measures gathered in the blueprints, was made a comparison and verification of the compliance with these. The results of this evaluation reveal that the minimum requirements was not fulfilled and that IFES���s architectural designs, taken as object in this study, certainly will suffer restrictions in their regularization process with the Fire Department. It is concluded that is necessary an improvement in the IFES���s designs to meet the minimum fire safety regulations and improvement in quality. Moreover, the results direct to the understanding that level of knowledge about Fire Safety received in undergraduate by architects is insufficient for appropriate elaboration of architectural designs in this area.

Integra����o de projetos no ensino atrav��s de BIM: uma abordagem dos cursos de arquitetura e urbanismo da UFRN e da UFPB

The integration between architectural design and structur al systems consi sts, in academic education, one of the main challenges to the architectural design education . Recent studies point to the relevance of the use of computational tools in academic settings as an important strategy for such integration. Although in recent yea rs teaching experience using BIM (BuildingInformationModeling) may be incorporated by the a rchitecture schools , notes the need for further didactic and pedagogical practices that promote the architectural design and structur al integration teaching. This pa per analyzes experiences developed within the UFRN and UFPB, seeking to identify tools, processes and products used, pointing limitations and potentials in subjects taught in these institutions. The research begins with a literature review on teaching BIM and related aspects to the integration of architectural design and stru c tur e . It has been used as data collection techniques in studio the direct observation, the use of questionnaires and interviews with students and teachers, and mixed method, qualitativ e and quantitative analysis . In UFRN, the scope of the Integrated Workshop as a compulsory subject in the curriculum, favors the integration of disciplines studied here as it allows teachers from different disciplines at the same project studio . Regarding the use of BIM form initial users, BIM modelers, able to extract quantitative and automatically speed up production, gaining in quality in the products, however learn the tool and design in parallel cause some difficulties. UFPB, lack of required courses o n BIM, generates lack of knowledge and confidence in using the tool and processes, by most students. Thus we see the need for greater efforts by school to adopt BIM skills and training. There is a greater need for both BIM concept, in order to promote BIM process and consequent better use of tools, and obsolete avoiding impairment of technology, merely a tool. It is considered the inclusion of specific subjects with more advanced BIM skills, through partnerships with engineering degrees and the promotion of trans disciplinary integration favoring the exchange of different cultures from the academic environment.

O registro de procedimentos metodol��gicos em projetos de interven����o arquitet��nica no patrim��nio edificado: o caso de Natal-RN

In the midst of growing preservationist awareness, regarding methods of architectural intervention of buildings with a recognized heritage value, there are numerous approaches on how the original heritage value can be protected. However, can these intervention projects be differentiated? Is it possible to identify how they differ (if in fact they do) from an architectural project not related to preservation? Although there are numerous theoretical studies regarding methods utilized in architectonical projects, there appear to be a lack of studies focused on an architectural intervention exclusively focused on areas or edifications that have a recognized heritage value, thereby requiring a reflection on which methodological procedures in an architectonical project serve the purpose of the preservation of the historical aspects. This discussion is of even greater importance because, at the national level, some recent discussions on this type of architectural design seem arbitrary and lack methodological rigor. Therefore, this research attempts to focus equally on the theoretical-methodological practices of preservation as well as the architectural project methods. In an attempt to address these aspects, the focus of this research centers on the case studies of the intervention projects of the maritime passenger terminal of Natal (Terminal Mar��timo de Passageriros de Natal), the old government hall (Palacio do Governo - EDTAM) and the old central hotel (Hotel Central) which are situated in the area known as the historic downtown of the city of Natal, within the federal heritage protection polygon. The analyses of these is intended to identify what methodological procedures were recorded in the final product (in the graphical representation of the architectural design and other documents) delivered to IPHAN / RN, the body responsible for review and approval of these architectural projects, noting whether such procedures appear, in some way, in the final product, and if an understanding of the complexity of preservation is evident. The analyses of these projects corroborate the hypothesis that there are unique characteristics, which must be addressed in the intervention project for preservation when compared to new project design. The main characteristic to be addressed is related to the very nature of the project. It is inherent in the dialectical relationship between the need to preserve (the identified heritage values) and the need to modernize (making adaptations to contemporary life). This relationship, denominated in this dissertation as "radical restraint", must, or at least should, guide the actions in the project as well as the technical analyses of the preservationist organization. However, this radical restriction appears more evident in the guidelines put forth by legislators than in the decisions of designers. These legislators require the presentation of documents, aimed at identifying and contextualizing intervention (Ordinance No. 420 of December 22, 2010), that grant (or should grant) assistance in the decision making process. It was evident in the analyses of these documents that there existed a disconnect between the documents produced and the decisions made in the project. This fact can be seen in the total absence of dialogue about theoretical-methodological preservationist principles, which, in our view, is an essential element of the methodological procedures of the intervention project needed to guide the legislative and project design discussions.

Integra����o e interdisciplinaridade no processo ensino/aprendizagem de projeto: o curso de Arquitetura e Urbanismo da Universidade Potiguar de Mossor��-RN

Training in Architecture and Urbanism with its general characteristic involves, in its nature, knowledge of various areas (technology, theory, history, representation, and design), being the space of design conception that place where the synthesis of this knowledge is reflected more clearly. We believe that the integrated work in the architectural curriculum can provide an overview of the project, thus contributing to better training of the architect. This research aims to reflect on the role of integration and interdisciplinary in teaching architectural design. This theme has been work recurrently by critics in the teaching area of project and events of the area as the seminars of the Projetar, highlighted by several authors to search integration as an essential pedagogical approach to design education. The work aims to contribute to reflection and awareness of those involved on the importance of integration in the architectural course of project processes. For this, we analyzed the potential and limits of this process in Architecture and Urbanism Course (CAU) at the Universidade Potiguar (UNP) Mossor��, which has the integration and interdisciplinary recorded since the Pedagogical Project of the Course. This analysis will be performed by observing the development of ���interdisciplinary work��� in the fifth term during the first half of 2014.1. This research concerns an exploratory qualitative study that aims to investigate specific issues on the teaching/learning architecture project and the integration in architecture courses, following a non-participant observation in architectural design classes in the fifth term of CAU/UnP/ Mossor��, and analysis of final products, which would be the work of the last unit of the semester, called ���Interdisciplinary work���. Questionnaires for the teachers who participated in the process has been apply via email and analyzed. Reflection supports several other already carried out to identify the difficulties inherent in applying these principles satisfactorily. Noting, however, that interdisciplinarity, in fact, it goes beyond integration and is even more difficult to achieve. In addition to an educational project that incorporates these principles, such as the course of Architecture and Urbanism of the UNP-Mossor��, full adhesion it is necessary by the faculty and students of this teaching philosophy.

Integra����o e interdisciplinaridade no processo ensino/aprendizagem de projeto: o curso de Arquitetura e Urbanismo da Universidade Potiguar de Mossor��-RN

Training in Architecture and Urbanism with its general characteristic involves, in its nature, knowledge of various areas (technology, theory, history, representation, and design), being the space of design conception that place where the synthesis of this knowledge is reflected more clearly. We believe that the integrated work in the architectural curriculum can provide an overview of the project, thus contributing to better training of the architect. This research aims to reflect on the role of integration and interdisciplinary in teaching architectural design. This theme has been work recurrently by critics in the teaching area of project and events of the area as the seminars of the Projetar, highlighted by several authors to search integration as an essential pedagogical approach to design education. The work aims to contribute to reflection and awareness of those involved on the importance of integration in the architectural course of project processes. For this, we analyzed the potential and limits of this process in Architecture and Urbanism Course (CAU) at the Universidade Potiguar (UNP) Mossor��, which has the integration and interdisciplinary recorded since the Pedagogical Project of the Course. This analysis will be performed by observing the development of ���interdisciplinary work��� in the fifth term during the first half of 2014.1. This research concerns an exploratory qualitative study that aims to investigate specific issues on the teaching/learning architecture project and the integration in architecture courses, following a non-participant observation in architectural design classes in the fifth term of CAU/UnP/ Mossor��, and analysis of final products, which would be the work of the last unit of the semester, called ���Interdisciplinary work���. Questionnaires for the teachers who participated in the process has been apply via email and analyzed. Reflection supports several other already carried out to identify the difficulties inherent in applying these principles satisfactorily. Noting, however, that interdisciplinarity, in fact, it goes beyond integration and is even more difficult to achieve. In addition to an educational project that incorporates these principles, such as the course of Architecture and Urbanism of the UNP-Mossor��, full adhesion it is necessary by the faculty and students of this teaching philosophy.

aiTutor : um etutor de agentes inteligentes

Relat��rio de est��gio apresentado para a obten����o do grau de mestre em Educa����o e Comunica����o Multim��dia

Bioengineered Approaches to Prevent Hypertrophic Scar Contraction

<p>Burn injuries in the United States account for over one million hospital admissions per year, with treatment estimated at four billion dollars. Of severe burn patients, 30-90% will develop hypertrophic scars (HSc). Current burn therapies rely upon the use of bioengineered skin equivalents (BSEs), which assist in wound healing but do not prevent HSc. HSc contraction occurs of 6-18 months and results in the formation of a fixed, inelastic skin deformity, with 60% of cases occurring across a joint. HSc contraction is characterized by abnormally high presence of contractile myofibroblasts which normally apoptose at the completion of the proliferative phase of wound healing. Additionally, clinical observation suggests that the likelihood of HSc is increased in injuries with a prolonged immune response. Given the pathogenesis of HSc, we hypothesize that BSEs should be designed with two key anti-scarring characterizes: (1) 3D architecture and surface chemistry to mitigate the inflammatory microenvironment and decrease myofibroblast transition; and (2) using materials which persist in the wound bed throughout the remodeling phase of repair. We employed electrospinning and 3D printing to generate scaffolds with well-controlled degradation rate, surface coatings, and 3D architecture to explore our hypothesis through four aims.</p><p> In the first aim, we evaluate the impact of elastomeric, randomly-oriented biostable polyurethane (PU) scaffold on HSc-related outcomes. In unwounded skin, native collagen is arranged randomly, elastin fibers are abundant, and myofibroblasts are absent. Conversely, in scar contractures, collagen is arranged in linear arrays and elastin fibers are few, while myofibroblast density is high. Randomly oriented collagen fibers native to the uninjured dermis encourage random cell alignment through contact guidance and do not transmit as much force as aligned collagen fibers. However, the linear ECM serves as a system for mechanotransduction between cells in a feed-forward mechanism, which perpetuates ECM remodeling and myofibroblast contraction. The electrospinning process allowed us to create scaffolds with randomly-oriented fibers that promote random collagen deposition and decrease myofibroblast formation. Compared to an in vitro HSc contraction model, fibroblast-seeded PU scaffolds significantly decreased matrix and myofibroblast formation. In a murine HSc model, collagen coated PU (ccPU) scaffolds significantly reduced HSc contraction as compared to untreated control wounds and wounds treated with the clinical standard of care. The data from this study suggest that electrospun ccPU scaffolds meet the requirements to mitigate HSc contraction including: reduction of in vitro HSc related outcomes, diminished scar stiffness, and reduced scar contraction. While clinical dogma suggests treating severe burn patients with rapidly biodegrading skin equivalents, these data suggest that a more long-term scaffold may possess merit in reducing HSc.</p><p>In the second aim, we further investigate the impact of scaffold longevity on HSc contraction by studying a degradable, elastomeric, randomly oriented, electrospun micro-fibrous scaffold fabricated from the copolymer poly(l-lactide-co-��-caprolactone) (PLCL). PLCL scaffolds displayed appropriate elastomeric and tensile characteristics for implantation beneath a human skin graft. In vitro analysis using normal human dermal fibroblasts (NHDF) demonstrated that PLCL scaffolds decreased myofibroblast formation as compared to an in vitro HSc contraction model. Using our murine HSc contraction model, we found that HSc contraction was significantly greater in animals treated with standard of care, Integra, as compared to those treated with collagen coated-PLCL (ccPLCL) scaffolds at d 56 following implantation. Finally, wounds treated with ccPLCL were significantly less stiff than control wounds at d 56 in vivo. Together, these data further solidify our hypothesis that scaffolds which persist throughout the remodeling phase of repair represent a clinically translatable method to prevent HSc contraction.</p><p>In the third aim, we attempt to optimize cell-scaffold interactions by employing an anti-inflammatory coating on electrospun PLCL scaffolds. The anti-inflammatory sub-epidermal glycosaminoglycan, hyaluronic acid (HA) was used as a coating material for PLCL scaffolds to encourage a regenerative healing phenotype. To minimize local inflammation, an anti-TNF�� monoclonal antibody (mAB) was conjugated to the HA backbone prior to PLCL coating. ELISA analysis confirmed mAB activity following conjugation to HA (HA+mAB), and following adsorption of HA+mAB to the PLCL backbone [(HA+mAB)PLCL]. Alican blue staining demonstrated thorough HA coating of PLCL scaffolds using pressure-driven adsorption. In vitro studies demonstrated that treatment with (HA+mAB)PLCL prevented downstream inflammatory events in mouse macrophages treated with soluble TNF��. In vivo studies using our murine HSc contraction model suggested positive impact of HA coating, which was partiall impeded by the inclusion of the TNF�� mAB. Further characterization of the inflammatory microenvironment of our murine model is required prior to conclusions regarding the potential for anti-TNF�� therapeutics for HSc. Together, our data demonstrate the development of a complex anti-inflammatory coating for PLCL scaffolds, and the potential impact of altering the ECM coating material on HSc contraction.</p><p>In the fourth aim, we investigate how scaffold design, specifically pore dimensions, can influence myofibroblast interactions and subsequent formation of OB-cadherin positive adherens junctions in vitro. We collaborated with Wake Forest University to produce 3D printed (3DP) scaffolds with well-controlled pore sizes we hypothesized that decreasing pore size would mitigate intra-cellular communication via OB-cadherin-positive adherens junctions. PU was 3D printed via pressure extrusion in basket-weave design with feature diameter of ~70 ��m and pore sizes of 50, 100, or 150 ��m. Tensile elastic moduli of 3DP scaffolds were similar to Integra; however, flexural moduli of 3DP were significantly greater than Integra. 3DP scaffolds demonstrated ~50% porosity. 24 h and 5 d western blot data demonstrated significant increases in OB-cadherin expression in 100 ��m pores relative to 50 ��m pores, suggesting that pore size may play a role in regulating cell-cell communication. To analyze the impact of pore size in these scaffolds on scarring in vivo, scaffolds were implanted beneath skin graft in a murine HSc model. While flexural stiffness resulted in graft necrosis by d 14, cellular and blood vessel integration into scaffolds was evident, suggesting potential for this design if employed in a less stiff material. In this study, we demonstrate for the first time that pore size alone impacts OB-cadherin protein expression in vitro, suggesting that pore size may play a role on adherens junction formation affiliated with the fibroblast-to-myofibroblast transition. Overall, this work introduces a new bioengineered scaffold design to both study the mechanism behind HSc and prevent the clinical burden of this contractile disease.</p><p>Together, these studies inform the field of critical design parameters in scaffold design for the prevention of HSc contraction. We propose that scaffold 3D architectural design, surface chemistry, and longevity can be employed as key design parameters during the development of next generation, low-cost scaffolds to mitigate post-burn hypertrophic scar contraction. The lessening of post-burn scarring and scar contraction would improve clinical practice by reducing medical expenditures, increasing patient survival, and dramatically improving quality of life for millions of patients worldwide.</p>

Recomenda����es para o desenvolvimento de uma ferramenta de suporte ��s primeiras decis��es projetuais visando ao desempenho energ��tico de edifica����es de escrit��rio em clima quente

PEDRINI, Aldomar; SZOKOLAY, Steven. Recomenda����es para o desenvolvimento de uma ferramenta de suporte ��s primeiras decis��es projetuais visando ao desempenho energ��tico de edifica����es de escrit��rio em clima quente. Ambiente Constru��do, Porto Alegre, v. 5, n. 1, p.39-54, jan./mar. 2005. Trimestral. Dispon��vel em: <http://www.antac.org.br/ambienteconstruido/pdf/revista/artigos/Doc119128.pdf>. Acesso em: 04 out. 2010.

The Development of Educational Materials for the Study of Architecture using Computer Game Technology

Computer game technology provides us with the tools to create web-based educational materials for autonomous and collaborative learning. At Worcester, we have researched the use of this technology in various educational contexts. This paper reports one such study; the use of the commercial game engine ���Unreal Tournament 2004��� (UT2004) to produce materials suitable for education of Architects. We map the concepts and principles of Architectural Design onto the affordances (development tools) provided by UT2004, leading to a systematic procedure for the realization of buildings and urban environments using this game engine. A theory for the production of web-based learning materials which supports both autonomous and collaborative learning is developed. A heuristic evaluation of our materials, used with second-year students is presented. Associated web-pages provide on-line materials for delegates.

O projeto de arquitetura de espa��os tempor��rios com o uso de sistema construtivo remont��vel: um estudo explorat��rio

The purpose of this research is to study the portable or reassemblable architectures, which, different from conventional architecture (whose designs are of permanent buildings), corresponds to the designing of spaces with temporary purposes. The focus of the study is the architectural design of spaces that are produced from building systems that can to be moved to different places (process of assembly / disassembly / reassembly) in order to identify the types of spaces generated and the processes used in their design / projecting. The aim is to investigate relationships between the initial project conceived based on a Reassemblable Construction System (RCS) and its application in the architectural design of professionals and students in order to contribute to the understanding of the specificities of this type of design activity. To this end it was developed the exploratory research based on multimedia methods, which includes: documentary analysis, technical visits, interviews, surveys, academic exercise and documentation by images. Although the study is not conclusive, the results indicate significant differences between the point of view of the RCS��s designers and its users (architects and architecture students) since the users demonstrated to have some difficulty to access the features provided for the first group, in particular the students. It is also demonstrated that the use of RCSs seems to change the appreciation / hierarchization of the conditions of project design, since, unlike what happens in traditional architectural design, the designers who use them seem to be more concerned with constructive issues, especially the structural elements (support and covering), instead of functionality, aesthetics and even physical characteristics of the site

A influ��ncia de decis��es arquitet��nicas na efici��ncia energ��tica do Campus vol. 1/UFRN

Building design is an effective way to achieve HVAC energy consumption reduction. However, this potentiality is often neglected by architects due to the lack of references to support design decisions. This works intends to propose architectural design guidelines for energy efficiency and thermal performance of Campus/UFRN buildings. These guidelines are based on computer simulations results using the software DesignBuilder. The definition of simulation models has begun with envelope variables, partially done after a field study of thirteen buildings at UFRN/Campus. This field study indicated some basic envelope patterns that were applied in simulation models. Occupation variables were identified with temperature and energy consumption monitoring procedures and a verification of illumination and equipment power, both developed at the Campus/UFRN administration building. Three simulation models were proposed according to different design phases and decisions. The first model represents early design decisions, simulating the combination of different types of geometry with three levels of envelope thermal performance. The second model, still as a part of early design phase, analyses thermal changes between circulation halls lateral and central and office rooms, as well as the heat fluxes and monthly temperatures in each circulation hall. The third model analyses the influence of middle-design and detail design decisions on energy consumption and thermal performance. In this model, different solutions of roofs, shading devices, walls and external colors were simulated. The results of all simulation models suggest a high influence of thermal loads due to the incidence of solar radiation on windows and surfaces, which highlights the importance of window shading devices, office room orientation and absorptance of roof and walls surfaces

Perman��ncias e perspectivas no ensino de projeto de arquitetura no Brasil: uma an��lise a partir da produ����o cient��fica dos Semin��rios UFRGS (1985) e Projetar (2003-2011)

O objeto de estudo desta tese �� o ensino de projeto de arquitetura no contexto acad��mico brasileiro. O trabalho procura analisar esse objeto nos aspectos relativos ao ensinar a fazer e ao aprender a fazer , por meio de uma perspectiva epistemol��gica e cognitiva, a partir da produ����o cient��fica dos Semin��rios UFRGS (1985) e Projetar (2003-2011) sob o olhar de tr��s estados constitutivos: conserva����o, perman��ncia e transforma����o. A metodologia de investiga����o �� qualitativa e seus pressupostos s��o investigad os por meio do m��todo hipot��tico-dedutivo em busca de um conhecimento aproximativo. Dentro do universo pesquisado, as hip��teses conduzem: primeiro, �� investiga����o e caracteriza����o de estruturas que se conservam; segundo, �� investiga����o e levantamento de valores e conceitos que permanecem adequados por sua capacidade de adapta����o ��s mudan��as e paradigmas; e, terceiro, por procurarem destacar pr��ticas pedag��gicas que indicam novos caminhos na maneira de agir e de se pensar o ensino de projeto de arquitetura. A pesquisa demonstrou que, embora em menores propor����es, ainda se conservam a����es e posturas pedag��gicas que: valorizam os ideais funcionalistas e racionalistas da arquitetura; adotam posturas deterministas, caminhos prescritivos ou intuitivos no ensino da concep����o arquitetural; n��o apresentam clareza metodol��gica na abordagem da problem��tica arquitet��nica; os contextos urbanos s��o pouco explorados na experimenta����o; utilizam um sistema de concep����o baseado em princ��pios est��ticos can��nicos e universais, sem problematizar as causas da transforma����o da arquitetura contempor��nea e qual o seu papel numa sociedade complexa e diversificada. Com rela����o ��s novas perspectivas encontradas, a an��lise da produ����o cient��fica demonstrou que a pr��tica pedag��gica do ensino de projeto de arquitetura no Brasil passa por transforma����es cr��ticas valiosas. Essa constata����o foi percebida, por meio, tamb��m, de reflex��es e de pr��ticas pedag��gicas que valorizam a integra����o de conte��dos; que possuem um discurso cr��tico e conciliador com rela����o �� necessidade de renova����o de pr��ticas, paradigmas, meios e conte��dos; que est��o abertas ��s posturas cooperativas e ��s estrat��gias para a constitui����o de um corpo te��rico-pr��tico para o ensino do projeto que n��o se limite ao campo da arquitetura; que reconhecem a import��ncia das novas tecnologias computacionais na concep����o projetual e no ensino do projeto, assim como, as tecnologias e estrat��gias que atualizam as solu����es projetuais no uso adequado dos recursos ambientais; que consideram o espa��o acad��mico como um lugar prop��cio para as experi��ncias projetuais e pedag��gicas; que manifestam um esfor��o em considerar a participa����o do usu��rio, assim como em realizar um processo de apreens��o de contextos complexos como objeto de estudo, adotando uma postura de valoriza����o do processo projetual. O trabalho conclui que a educa����o do arquiteto deve estar atenta aos aspectos relativos �� inclus��o da realidade sociocultural e ambiental como refer��ncia para o fazer arquitetural em detrimento da primazia dada �� racionalidade t��cnica, uma vez que essa realidade permite a media����o, entre o ser e o mundo , como uma estrat��gia que supera qualquer antecipa����o program��tica e viabiliza a transforma����o e a constru����o do pr��prio ser e do mundo . Assim, se o aprender fazendo �� necess��rio para a forma����o do arquiteto, que esse fazer seja refletido e retroalimente a pr��tica