http://hdl.handle.net/10174/1114 Thu, 23 Apr 2026 17:03:30 GMT 2026-04-23T17:03:30Z http://hdl.handle.net/10174/41890 Title: Walking and drawing: Experimental pedagogies in architectural education at the university of Évora Authors: Salema, Sofia; Guilherme, Pedro Editors: Cirklová, J. Abstract: In an age of rapid digitization in architectural education, design studios are often dominated by computer modelling, standardized templates, and virtual simulations. This digital shift has brought efficiency and new capabilities, but it also risks detaching architectural learning from the tactile and contextual realities of place. In response, the architecture program at the University of Évora – a centre for the creation, transmission and dissemination of culture, science and art, which, through the combination of study, teaching and research, is integrated into the life of society – recentres embodied and situated design practices. Drawing from Donald Schön’s notion of the design studio as a locus of “reflection-in action”,1 our approach emphasizes learning through direct engagement with real environments. We posit walking, drawing, and redrawing as core methods for re-grounding architectural education in lived experience and critical reflection. Évora’s unique setting – a historic walled city surrounded by Alentejo landscapes – provides an ideal “living laboratory”2 for this approach, where students immerse themselves in the genius loci of place rather than solely in digital abstractions. By taking design learning back to the field and sketchbook, we aim to cultivate perceptive, contextually aware architects who can integrate the sensory and social dimensions of architecture with contemporary design challenges. This article elaborates on these pedagogical strategies as developed in the Design Studio and Urban Design units at Évora. It presents case studies of student work – such as Sylvie Claro’s walking-based exploration of Évora’s aqueduct, Gabriel Oliveira’s drawing-based inquiry into a riverine landscape, and Claudia Batista’s redrawing of Álvaro Siza’s sketchbooks – to illustrate how walking, drawing, and redrawing operate as tools of analysis, imagination and research. Through these examples, we reflect on themes of context, embodiment, time, and the pedagogical value of resisting the speed of purely digital design culture. By re-integrating slow, physical processes into architectural education, we argue for a richer, more critical mode of learning aligned with both local heritage and contemporary needs. This paper is structured to first describe the Évora context and studio framework, then delve into each core method and its theoretical underpinnings, and finally discuss the outcomes and broader implications of this experimental pedagogy. Sun, 01 Mar 2026 00:00:00 GMT http://hdl.handle.net/10174/41890 2026-03-01T00:00:00Z http://hdl.handle.net/10174/41774 Title: Anastilose de Monumentos Megalíticos no norte do Alentejo e Extremadura espanhola Authors: de Oliveira, Jorge Editors: Rocha, Leonor; Almeida, Nelson; Oliveira, Jorge de Abstract: Nesta publicação apresentam-se os trabalhos de estudo e recuperação de multiplos monumentos megalíticos no norte do Alentejo e Extremadura Espanhola que decorreram entre 1981 e 2017 Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/10174/41774 2026-01-01T00:00:00Z http://hdl.handle.net/10174/41770 Title: The mapping of archaeological sites in portuguese territorial planning. Authors: Branco, Gertrudes; Rocha, Leonor; Covaneiro, Jaqueline Editors: Klaus Stein, Anastasia Bauch; Carmen M. Enss Abstract: “Better information leads to better decisions". This is a true premise when applied to the use of geographic information systems in spatial and urban planning, due to their ability to generate, analyse and map geo-referenced data, which is essential to support decision-making processes. Our specific objective is to create dynamic heritage inventories by combining the tools of Geographical Information Systems with an archaeological recording protocol, which compiles and updates the information known and continuously produced in a given territory, and at the same time analyses and transforms it into a robust, constantly updated, sufficiently autonomous and transversal information base that can be useful to the actors who administratively manage the territory, to citizens and to archaeologists looking for a basis for building historical and cultural knowledge. Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/10174/41770 2025-01-01T00:00:00Z http://hdl.handle.net/10174/41681 Title: Landscape Literacy in Architectural Training: Unveiling the Terrain Authors: Freire, Maria; Carapinha, Aurora Editors: Cirklová, Jitka Abstract: The role of landscape in architecture is extremely significant, it influences the organization of architectural space, the urban planning, the valorization of nature and the cultural identity. So, landscape is a very important factor for the quality of life of all living beings. Teaching architecture students about landscape develops their awareness of the context of the sites and of places, as well as built spaces. Contemporary challenges such as climate change, biodiversity loss and urban sprawl, socio-cultural and economic conflicts require interdisciplinary approaches. Reading and understanding the landscape becomes crucial to designing sustainable spaces and approaching design to a holistic perspective, considering not only aesthetic and functional aspects, but also ecological and social factors. The landscape thematic in architecture courses involves providing tools and methodologies to analyze, interpret and design, as well as stimulating sensitivity to the landscape system and dynamics. Considering the case-study architecture training at University of Évora (Portugal), we will reflect on: i) Theoretical bases: the concept of landscape, history and contemporary issues provide students with a conceptual framework. ii) Case-studies: real-world examples of landscape integration in architecture help students understand best practices and innovative approaches. iii) Fieldwork and site analysis: hands-on experience through site visits and landscape analysis exercises increases students’ awareness of spatial and temporal dynamics in ecological, aesthetic, sociocultural, and economic domains. It allows a better understanding of topography, vegetation, water systems and human interactions. iv) Design studio exercises: practical applications challenge students to integrate landscape considerations into their architectural designs. Key findings include the need for increased awareness, interdisciplinary collaboration and innovation in design thinking. Sun, 01 Mar 2026 00:00:00 GMT http://hdl.handle.net/10174/41681 2026-03-01T00:00:00Z