This study reveals how didactic transposition improves knowledge integration in architecture, suggesting the need for curricular reform.
The study addresses the problem of the lack of knowledge integration in architecture teaching for performance design related to the use of complex geometries in architecture. The main objective is to understand how to reconstruct the integrality of knowledge in teaching, promoting an academic training that is attentive to environmental issues, in view of the direct relationship between performance in architecture and structural economy. To this end, the research adopts as a basis the theory of didactic transposition and the structured notion of knowledge, both by Yves Chevallard, to understand and explain the relationships between complex geometry in architectural works, optimization and performance. It is understood that this knowledge base is necessary for a curricular restructuring, with the integration of digital technologies, in order to train architects prepared for contemporary challenges and capable of developing optimized and innovative projects.
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Nunes et al. (2025) studied this question.
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