Physical school space and the creative process in architecture: the student's perception in the pandemic Authors

The objective of this study is to investigate the effect of the pandemic-induced absence from the school's physical premises on the creative process of Architecture and Urbanism students in the disciplines of architecture, urbanism, and landscape design at a private higher education institution in Curitiba. The study employed a questionnaire, which was answered by the students after providing informed consent, and a structured interview was conducted with the manager. The study highlighted the significance of the school's physical environment in fostering creativity. The students, teachers, and coordinators generally perceived the effects of physical distancing in a negative light. However, Emergency Remote Education (ERE) has made online teaching of design subjects a reality, leading to the emergence of undergraduate courses in the form of Distance Education (EaD), recognized by the Ministry of Education (MEC). However, the Council of Architecture and Urbanism of Brazil (CAU BR) still questions and disapproves of this approach. This research aims to contribute to discussions about creative development in recent remote modes, as well as possible similar situations that may arise in the future, or the refinement of educational instruments. The text reflects on the difficulties of creative expression through the remote system for students, and highlights the significance of the spaces.