Intensive Fieldwork Experiences as a Pedagogical Tool for Heritage Conservation in Marginalized Cities

DOI:  https://doi.org/10.12804/revistas.urosario.edu.co/territorios/a.9002

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Published: Apr 29, 2021
Issue: No. 44-Esp. (2021): Experiencias pedagógicas: hacia la construcción de territorios incluyentes y sostenibles
Section Thematic Section


Main Article Content

Authors

  Edwar Calderon Universidad EAFIT
  Dimitris Theodossopoulos Escuela de Arquitectura y Paisajismo (ESALA) Universidad de Edimburgo
Abstract

Fieldwork in architectural conservation education is mainly considered a tool to document the current condition and develop relevant skills, as a methodology committed to the architectural, cultural and historical values of a site. However, their pedagogy, in the absence of a broad debate, can be enriched by reviewing experiences in Geography and Architecture, where fieldwork, an essential activity in their undergraduate study plans, induces students to ask critical questions through learning and enhance engagement with the unexpected by disrupting linear learning processes. This methodology has been shown to produce intensive teaching experiences in heritage conservation through workshops, so this work reflects on how these pedagogies can be improved and how they can significantly contribute to the sustainability of cultural heritage in cities that have been historically marginalized from the main urban centers.

How to Cite
Calderon, E., & Theodossopoulos, D. (2021). Intensive Fieldwork Experiences as a Pedagogical Tool for Heritage Conservation in Marginalized Cities. Territorios, (44-Esp.). https://doi.org/10.12804/revistas.urosario.edu.co/territorios/a.9002
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