El papel del tutor en el proyecto fin de carrera en las escuelas de arquitecturaun reto para la innovación docente

Abstract

Background: This research gathers the teacher's experience across over one hundred works on the PFC in the ETSA of Valladolid (estos acrónimos no se pueden adaptar, de modo que tienes que decidir si quieres dejarlos tal cual están), putting forward the analysis of such a special process of teaching, which nowadays aims to encourage innovation and the pursuit of excellence. Methodology: The tutor's role is meant to have an unparalleled importance, and becomes an interactive mechanism not only towards the student, but also regarding the architectural field in itself. Furthermore, other knowledge fields related to the architectural field are meant to blossom with the help and drive of the tutor. Results: The author of this article does propose that the PFC model should emulate those of bygone eras, where the apprentice would undergo every step within the intended apprenticeship process, considering that in this particular case we have the advantage of some thorough preparatory training. Conclusions: The author concludes by taking upon himself the words used by G. Steiner on "Lessons of the Masters": "By a process of interaction, of osmosis, the Master learns from his disciple as he teaches him. [...] in some type of equivalent language, which is able to reconcile the desire of learning of the former with the will of teaching of the latter. This is what we call didactics."