The process in the design and teaching of architecture from a decolonial perspective

Abstract

This article approaches architecture as an open process, instead of focusing on the representation of the closed product-project, so referenced by universal ideologies. On the other hand, the emergence of architecture is guided by the production of extraordinary spaces and establishes representation as a paradigm, reducing space to two-dimensional images and transforming it into a commodity product. The rapid and indiscriminate consumption of these images facilitates the acceptance of universal ideologies and cultural imposition. In this sense, coloniality is understood as something that crosses and regulates life in several aspects, reaching the subjectivity of individuals and ways of knowing the reality and the world, with the educational system being one of the main means of maintaining this control. The teaching / learning of architecture focused on the representation of the product-project and the
transmission of the architectorum mode is problematized. Thus, the discussion about project teaching is made from a decolonial perspective, investigating how the evaluation process can contribute to pluriversality and to the valorization of the process, to the detriment of the valorization of the product based on the universal model of what is a “good architecture”. Finally, an open design method with interfaces is presented to exemplify the use of representation as a tool for the process, assisting the investigation of own desires and new subjectivities so that we can design other worlds where many worlds are possible.