Un diálogo a través del dibujo: Herramienta para una construcción social más allá de la arquitectura

Abstract

Human beings construct their environment in an experiential and gradual manner within their community. This temporality demands to be understood, especially in disciplines such as architecture, which have a direct impact on this construction. Therefore, it is essential to promote a social dialogue using methodological strategies specific to the discipline in order to foster communication. Drawing, as a universal language, facilitates dialogue between actors from different geographical locations and levels of education.

In academic training in architecture, it is key to promote a pedagogy of solidarity (Rubén A. Gaz-tambide-Fernández, 2012). In academic and professional contexts, it is crucial to employ methods of dialogue that integrate both technology and social interaction, generating consensus and architectural proposals that respond to the needs of the community.

The current trend in architectural education is toward the use of advanced technologies that optimize efficiency in response to the demands of the construction sector and the real estate market. This approach privileges collaborative work, but often limits the development of critical and supportive thinking (Aparici & Silva, 2012). However, it is essential to highlight the importance of methodologies that promote a deep understanding of social issues, linking the physical environment of the territories with a social construction that demands to be understood without haste.

The article presents case studies in Colombia and the Dominican Republic, where workshops were implemented that integrated the language of freehand drawing as a means to link the information that a passive actor analyzes from a physical environment. Subsequently, this information is used for an active group dialogue on a previously established common problem. After a systematic review of the results of this dialogue, they are shared again to identify relevant aspects, facilitated by tools conducive to social dialogue (Álvarez Álvarez et al., 19 C.E.).

The need to balance the use of technological tools with methodologies that promote dialogue and critical reflection in architectural training advocates a pedagogy of solidarity, which fosters a critical and socially engaged stance. This allows students to develop analytical processes in favor of creating real social spaces that contribute to the construction of inclusive territories.