Resumo

NAVARRO VELAZQUEZ, Miguel. Creativity in the Training of the Architect, the Creative Process and Neurosciences. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2020, vol.10, n.20, e041.  Epub 18-Nov-2020. ISSN 2007-7467.  https://doi.org/10.23913/ride.v10i20.667.

This research was supported with some knowledge of neurosciences, which helped to understand the process of creative, critical and analytical thinking. This knowledge confirmed the importance of exercising creativity, of mastering, manipulating and controlling it to solve architectural problems. Through observation, case studies, surveys, interviews and the study of the new curricular design of the Escuela de Arquitectura at the Universidad de Sonora (2018), the necessary research variables were obtained in order to offer an alternative solution to the problem of introducing creativity into the architect's training process in the aforementioned academic precinct. The results of the research show that the process of training of architecture students is reproductive and it is not given the importance of creativity in the productive processes of innovation in the curriculum. In addition, although the academic staff sees creativity as an important factor, does not promote and does not incorporate it in their teaching activities specifically. To solve this situation, the application of an epistemological methodology was proposed that helps both the macro and the micro curricular design, that includes creativity as necessary in the profile of entry of the applicants and that is emphasized during the process of formative learning, which is essential to develop this competence, as well as modify the graduation profile of future architects.

Palavras-chave : creativity; curriculum design; architectural space; architecture student; neuroscience.

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