El diseño como mediador cultural del cambio sistémico: Enseñanza-aprendizaje en arquitectura

One of the difficulties presented by design as a cultural mediator of systemic change consists in the lack of a statement of the problem linked to specific contexts in teaching-learning process. In this case, the constructivist approach to design is taken up again, applied in the last year of the degree in architecture. A problematization of reality links with the study programs as the determined needs. Three teaching-learning units are analyzed that are articulated, from Meaningful Learning and Constitutive Epistemic Complementarity. The first one starts from the transition from extrinsic to intrinsic motivation, through an update of proposals that help to recover the sense of design in health units and the second category resides in the construction of a professional who integrates his experiences and learning into his identity to respond to multiple problems. A progressive swing occurs from a superficial teaching-learning system to a deep one, accompanied by a significant relationship based on theorization. The results branch out into a multiplicity of alternatives that place design as a cultural mediator of systemic change in subjects, with the aim of moving from a superficial approach characterized by extrinsic motivation to a deep approach characterized by intrinsic motivation. Likewise, it also encourages students to recognize prior knowledge and fosters links between theory and practice so that students can express their own arguments.