Comparative analysis of academic strategies of learning processesin architecture. Case study at the Universi

Abstract

Vocational training in architecture represents a whole paradigm for pedagogy. This process relies on its creative conditioning and academic freedom derived from professional expertise, academic practice and contextual limits. Such delimitation significantly influences the composition of cognitive structures according to the specific needs of each student. This analysis conducts to a comparative description between a design vision and the technological perspective. This article analyzes the structure of the training process at the Faculty of Architecture of the Autonomous University of Sinaloa in a context modified by COVID-19 pandemic. Concluding, the adaptation to new learning environments, involving every actor of the process, favors the creation and development of professional competences.