Integrating Structural Education and Architectural Projects: A contemporary approach at the University of Brasília, Brazil

This paper discusses the potential realignment of structural design concepts in
architecture’s teaching and learning process, aiming enhancement and adaptation to a new reality
within the construction field. It is recognized that the curricular parameters of a course should focus
on developing the ability to acquire, synthesize, and apply knowledge, promoting a resilient
education that equips professionals to resolve emerging conflicts and generate new solutions
tailored to the reality of each context. In the field of Architecture and Urbanism, it is crucial to
suggest the realignment of existing Structures courses, as Architecture and Structure are
inseparable, and understanding the behavior of structures under new social demands is part of the
architects' legal responsibilities. Such understanding is imperative for professionals to perform their
duties with assertiveness and safety, ensuring stability of the conceived form. However, there are
indications of potential issues in the teaching of Structures in architecture and urbanism schools,
such as purely expository lectures and curricula distant from current professional practice. The
methodology applied in this article is bibliographic research, which consists of a systematic analysis
of the literature related to the theme of teaching and learning structures in undergraduate
architecture programs.