THE TYPOLOGIES OF LEARNING CONTENT AS A SUBSIDY TO THE TEACHING OF BIOCLIMATISM IN THE UNDERGRADUATE COURSE IN ARCHITECTURE AND URBANISM

Abstract

This article addresses the impact of the typologies of learning content proposed by Zabala (2007) on teaching planning. The study aims to analyze the impact of this theory on the learning of students in the second semester of the Architecture and Urbanism course at the University of Brasilia. The theoretical foundation is based on the didactic-pedagogical principles of education, especially teaching in Zabala (2007), Dantas (2007), Libâneo (2017), Pimenta, Anastasiou and Cavallet (2002), Masetto (2012) and, in learning, in Pozo (2009), among others. The methodology is qualitative, characterized as a case study. The experiment took place during the course of the course of the discipline "Environmental Studies: Bioclimatism", organized considering the contents of a conceptual, procedural and attitudinal nature in the proposition of objectives, in the systematization of activities and in the evaluation of students. The research instrument consisted of documentary analysis (Discipline Plans and Pedagogical Project of the Course) and a questionnaire applied to the students. In the final stage of the course, the students answered the questionnaire, in order to evaluate the perception of the adequacy of each activity in function of the intended objective. The results and conclusions pointed out that the activities were evaluated as "very effective" or "effective" indicating that the teaching planning based on the typologies of learning content had a positive impact on the teaching-learning process, and this planning approach can be used, without prejudice, in other disciplines in the context of Architecture and Urbanism, considering that every teacher must know and appropriate the didactic-pedagogical foundations to develop the teaching work successfully.