Libros y Capítulos de libros

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http://repositorio.unasa.edu.sv/handle/123456789/132
Aquí se alberga la producción bibliográfica institucional en formato de libro y capítulo de libro. Su finalidad es recopilar, preservar y difundir en acceso abierto dicha producción.

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Examinando Libros y Capítulos de libros por Autor "Sarai Montiel Escandón, Aurora Fernández Mayo"

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    Apropiación del Espacio Público en la Educación de Arquitectura y Urbanismo
    (Red Académica Internacional de Investigación (RIIA), 2025) Sarai Montiel Escandón, Aurora Fernández Mayo
    This chapter is based on the hypothesis that integrating the concept of "appropriation of public space" into architecture and urban planning education can enhance the quality of learning and foster the creation of public spaces that are not only functional but also socially conscious. It explores the relevance of spatial appropriation in the training of future architects, addressing the fact that many curricula focus primarily on functional, technical, and aesthetic aspects while overlooking the social interactions that define public space. The study draws on a literature review that—while extending beyond the fields of architecture and urban planning—prioritizes the impacts of spatial appropriation and the ways inhabitants interact within public spaces. Key authors include Gehl (2014), who discusses public space interactions and human-scale urban life, and Pallasmaa (2006, 2018), who contributes insights into the sensory experiences of inhabitants. The chapter also considers Lynch (1976), who explains the collective imagination and its significance, describing city symbols as essential for creating meaningful spaces. Furthermore, authors such as Lefebvre (1976) and Koolhaas (2014) address the relationship between public space and the ways inhabitants make it their own, highlighting the importance of urban identity and the social relationships that emerge from interaction within these spaces. Similarly, Alexander (1976) advocates for citizen participation as a design process to improve the user experience of space. By comparing and synthesizing these theories, the chapter aims to identify the best ways to integrate the concept of appropriation into the student learning process. These diverse perspectives offer a basis for proposing teaching methods and recommendations that incorporate inhabitant participation and ensure that design remains grounded in the reality of the surrounding environment. This approach raises questions that guide the chapter's discussion: How does empathy impact the understanding of architectural design and thereby foster public spaces that meet the community's needs? In what ways can the inhabitants' appropriation of public space reshape how architects conceive urban design? What teaching strategies could be implemented in architectural training to help students identify the symbols and meanings that inhabitants attribute to public spaces? These questions go beyond merely challenging the pedagogical aspects of architecture; they also point toward improvements in the training of architecture students—particularly regarding design processes—aimed at creating public spaces that are participatory, inclusive, and responsive to the needs of the inhabitants.