RELAÇÕES ENTRE O DESENVOLVIMENTO COGNITIVO E O ESPAÇO REPRESENTATIVO ARQUITETÔNICO SOB A ÓTICA PIAGETIANA

Abstract

Training in Architecture, Engineering and Construction (AEC) requires professionals to be able to plan, represent and interpret information represented graphically and textually in architectural projects and, therefore, their ability to reason spatially. However, students have had difficulties with this type of reasoning and, allied to this, the development of the BIM (Building Information Modeling) system and its need for curricular insertion breaks with traditional teaching practices and demands new ways of teaching. The extensive research that Piaget developed, especially with the Swiss psychologist and pedagogue Bärbel Inhelder, helps to understanding the space representation process in children and adolescents. Thus, this study aims to understand, from a Piagetian perspective, the relationship between cognitive development and representative space in BIM environments. To this end, a conversation is suggested between different stages encompassed within the author's body of work. The results provide theoretical support and, based on an application example, point out strategies that can support teaching and learning processes, helping researchers and teachers, especially those who work in the training of professionals who work directly in the space, such as technicians in buildings, architects and civil engineers.