Quando o território ensina: experiências de saberes afro-indígenas e populares na formação em arquitetura e urbanismo

Abstract

The present work is based on the understanding that architecture and urbanism (AU) education has had a trajectory marked by Eurocentrism, an effect of the colonial process, often obliterating traditional Afro-Indigenous and popular knowledge and other modes of production of built space. However, it is observed that contemporary experiences have moved toward a redirection toward valuing this knowledge as fundamental to a more critical and pluralistic education. Thus, we seek to establish a sample of how traditional knowledge has been approached in contemporary AU education. To this end, we draw on the theoretical foundation of decolonial thought to understand the specificities of Latin America and conduct a historical-critical review of AU education, reiterating its history of erasing this knowledge. We then analyze the Pedagogical Course Projects of three case studies and subsequently report on experiences developed within these courses in partnership with traditional Afro-Indigenous communities.