Autobiography in the training of teachers of the History of Architecture: an effective route to the concepts of space

Abstract

This study focused on a theoretical review of concepts related to autobiography, with the aim of assessing its potential as a fundamental technique for teacher training in the field of architectural history, given the potential for reflexive capacity that biographical narratives offer in an academic context, allowing access to concepts of space. According to the reviewed theorists, understanding the autobiographical text implies a transdisciplinary approach. In this essay, given the complexity of the architectural phenomenon, it required, on the one hand, the philosophy of Martin Heidegger to the literary criticism of Paul Ricoeur, and, on the other, from Bruno Zevi's architectural theory of space to Jerome Bruner's theory of learning as a subversive act. The conclusion is drawn from the possibilities for emancipation in the narrator, which would be configured in the spatial identity of the autobiographical narrative. Likewise, it mobilizes a learning process to think about space from the perspective of architectural teacher training, taking their reflexive capacity as a starting point.