La mise en place d’une expérimentation pédagogique : construction incrémentale d’une méthode projet.

Abstract

This contribution explores the genesis and evolution of a pedagogical experiment conducted in architecture education since 2016 in the form of residencies in rural communes. The reflection is based on action research that seeks to understand to what extent and through what processes this type of project-based teaching participates in the fabrication of an operating mode for the production of the built environment, notably through the cooperative dimension of the approach involving students, teachers, elected officials, residents, professionals, institutions and local associations. In the course of our experiments, the territorial narrative has emerged as a key element of the participatory method and as a project methodology. We’ll look back at its definition and implementation during the experimentation. Lastly, we’ll look at the reception and effects of the proposed method in the host territories, in order to question the modalities of replication or otherwise of a territorial project method as proposed through these residences.

Keywords

• cooperative pedagogy
• action research
• experimentation
• participation
• student residence
• architecture
• inter-training
• rural territory
• territorial narrative