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    Authors: Rovere, Alessio; Pappalardo, Marta; Richiano, Sebastián Miguel; Aguirre, Marina Laura; +5 Authors

    The dataset consists of a spreadsheet containing data on GPS surveys, dynamic topography extracted from published models (gplates.org), Shell preservation scoring, Strontium Isotopic Stratigraphy ages, and Global mean Sea Level calculations. Fil: Richiano, Sebastián Miguel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Centro Nacional Patagónico. Instituto Patagónico de Geología y Paleontología; Argentina Fil: Aguirre, Marina Laura. Universidad Nacional de La Plata. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico La Plata; Argentina. Facultad de Ciencias Naturales y Museo

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Servicio de Difusión...arrow_drop_down
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    Authors: Altszyler, Edgar; Brusco, Pablo;

    El presente trabajo es el primer eslabón de un proyecto en proceso que apunta a analizar la dinámica de distintos conceptos, desde un enfoque semántico, buscando identificar patrones temporales comunes en varios corpus de texto. Como primer paso utilizaremos textos provenientes de libros o subtítulos de películas, sin embargo este análisis puede extenderse a cualquier corpus de texto. En este trabajo en particular estudiaremos la evolución semántica de conceptos a lo largo de las distintas novelas de la saga Harry Potter con el objetivo último de analizar variaciones del contenido semántico en textos utilizando herramientas de Procesamiento de Lenguaje Natural (PLN). En este contexto, mostraremos una primera aproximación a la comprensión del alcance y de las limitaciones de las herramientas clásicas de PLN para cuantificar la evolución del concepto “oscuridad” con el avance temporal de los libros. La saga de novelas de Harry Potter resulta ser un corpus de texto ideal para testear estas herramientas debido a que es de público conocimiento que dicha saga presenta un aumento gradual de la “oscuridad” a medida que se suceden los libros. Sociedad Argentina de Informática e Investigación Operativa (SADIO)

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    Authors: Briend, Pedro; Sánchez Negrette, Angela; Lancelle, Anna;

    A lo largo de su obra Henri Bergson, abogando por una filosofía de la vida, ha dado cuenta de una oportunidad para pensar en una historia diferente. Entendiendo que es esa historia, poseedora del ritmo propio de la conciencia bergsoniana, la que permitiría encontrar un sentido útil y actual a la Historia de la Arquitectura, el presente trabajo se propone reflexionar sobre la enseñanza de la disciplina, entendida desde estos términos: lo que al hombre la Memoria-Material, la Historia-Duración a la arquitectura. Para ello, se operó metodológicamente, realizando el análisis hermenéutico de los textos paradigmáticos del autor sobre la temática. A partir de allí se estableció una serie de relaciones que permitieron demostrar la utilidad creativa de la historia, para el proyecto, en sintonía con la función de la memoria como energía espiritual para el hombre. All throughout Henry Bergson's work, advocating for a life philosophy, accounts for an opportunity to think in a different history. Understanding that is this history, owner of a typical rhythm of a Bergsonian awareness, which would allow finding a useful and up-to-dated sense to the History of Architecture. This work aims to reflect upon the role of the discipline, understood from these terms: regarding man to material-memory, the history-duration of Architecture. In order to do that, it has been worked methodologically, performing a hermeneutic analysis of the author's paradigmatic texts on this theme. From that point onwards a series of relationships were established which allowed demonstrating the creative utility of history, for the project, in agreement with the role of the memory as spiritual energy for man. La enseñanza de la Historia, la Teoría y la Investigación Facultad de Arquitectura y Urbanismo

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    Authors: Lozano, Ana Isabel; Murillo Dasso, María Florencia;

    El presente trabajo es parte de la difusión del Proyecto de Extensión “Reconociendo y valorando nuestro patrimonio”, el cual actualmente realizan un grupo de alumnos y docentes del Instituto de Historia y Patrimonio de la Facultad de Arquitectura y Urbanismo de la Universidad Nacional de Tucumán (IHP – FAU - UNT) y de la Universidad Iberoamericana de Santo Domingo (UNIBE). El Proyecto se desarrolla en el nivel primario de escuelas públicas en el área de las Ciencias Sociales y tiene como objetivo abarcar teórica y prácticamente conceptos relativos al patrimonio edificado con el fin de comunicar sus valores y favorecer su apropiación por parte de la sociedad. En este aspecto, la enseñanza de la historia de la arquitectura tiene un papel fundamental como lo que pertenece e identifica culturalmente a un grupo de personas. This work is a part of the Extension Project´s outreach "Recognizing and appreciating our heritage," currently conducted by a group of students and teachers of Instituto de Historia de la Facultad de Arquitectura y Urbanismo - Universidad Nacional de Tucumán (IHP - FAU - UNT) and Universidad Iberoamericana de Santo Domingo (UNIBE). The Project is being developed at the primary level in public schools in the area of social sciences and aims to cover theoretical and practical concepts related to built heritage in order to communicate their values and contribute to its appropriation by the society. In this aspect, the teaching of history of architecture has a key role as an assessment of what belongs to and culturally identifies a group of people. Eje: La enseñanza de la Historia y la Teoría: extensión y difusión Facultad de Arquitectura y Urbanismo

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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Servicio de Difusión...arrow_drop_down
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    Authors: Gorostidi, Enrique Roberto; Risso, Marta Teresa;

    Desde el Taller de Historia G/R/R/ aspiramos a “construir una Historia de la Arquitectura que supere visiones lineales y cosificadas y recupere el hecho vital de “conocer”, integrando el pasado no como algo ya realizado de una vez y para siempre, y concibiendo la materia como una herramienta para aprender a hacer arquitectura.” Ello implica revalorizar el conocimiento histórico en la formación desde una visión materialista de la historia, que nos permita establecer las relaciones históricas de la obra con su época y con la actualidad de nuestra mirada, acercándonos aun juicio histórico. Desde esta perspectiva se estimulara en los estudiantes el reconocimiento de la resonancia espacio-temporal de la arquitectura,a partir de los espacios que habitan cotidianamente; favoreciéndose el desarrollo de un pensamiento creativo y crítico, y la promoción de arquitectos con compromiso histórico y conciencia social. From the History Workshop G / R / R / aspire to " build a history of architecture that exceeds linear visions and reified and retrieve the fact vital of " know " , integrating the past not as something done once and forever and conceiving matter as a tool to learn how to do architecture.” This implies revalue historical knowledge in training from a materialist view of history, which allows us to establish the historical relations of the work with his time and with present theour gaze, approaching a historical judgment. From this perspective, they stimulate in students the recognition of the time resonance of the architecture,from the spaces inhabit daily; favoring the development of creative and critical thinking, and promoting architects with historic compromise and social consciousness. Eje: El lugar de la historia y la teoría en los planes de estudio y las currículas Facultad de Arquitectura y Urbanismo

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    Authors: Moreno, Sonia; Pascual, Martin; Kornecki, Sylvia;

    A la problemática planteada sobre la relación del dictado de la materia Historia de la Arquitectura con la materias proyectuales nosotros planteamos el siguiente trabajo, que tiene como objetivo proponer la construcción / reconstrucción teórico- crítica de la categoría identitaria “ latinoamericana” como parte de un proceso natural y necesario en la formación de un futuro arquitecto desde el primer nivel de la materia Historia de la Arquitectura y el Urbanismo, en la cátedra Aboy de la FADU- UBA. Se trata de entender a la arquitectura y la espacialidad nativa americana, como disparador de la problemática latinoamericana actual y sus múltiples visiones, permitiendo a los estudiantes realizar un ejercicio que exprese, por medio de la práctica teórica-proyectual, uno de los usos del reconocimiento y apropiación del pasado para articularlos con la historia presente. To the troublesome raised about the relation between how we teach History of the Architecture with the design subjects, we propose the following work, which has as an objective the theoretical construction / re construction of the Latin American identity category as a part of a natural process and necessary in the development of a future architect since the first level of History of the Architecture and Urbanism, chair Aboy at the FADU-UBA. The main point is to understand American native architecture and spatiality, as the beginning of nowadays Latin American troublesome and its multiple visions, allowing the students to prepare an exercise that expresses through the theoretical- design practice one of the uses of the recognition and appropriation of the past with the purpose to articulate them with the present history. Facultad de Arquitectura y Urbanismo Mesa temática: Modalidad taller

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    Authors: Ochoa, Alejandra; Agusto, Fabiana;

    De acuerdo a Aristóteles, el Diseño Industrial se encuentra dentro de los saberes poiéticos o productivos, y efectivamente, es una disciplina que fusiona la Técnica y las Artes. Es un espacio en el que necesariamente los estudiantes deben transitar entre el mundo de las ideas y el mundo físico. Un objeto eficiente, es el resultado de buenas ideas, y las ideas no llueven del cielo, el motor que las genera debe ser alimentado permanentemente. En la formación de Diseñadores industriales, las Ciencias Sociales y la Historia en particular nos enfrentan a una realidad singular. El estudiante de primer año presenta una definida voluntad de dibujar, modelar y crear (trabajar con sus manos). En todos los casos la resistencia a la lectura es expresa. Esta resistencia, se transforma desde nuestro encuentro inicial, en un desafío que debemos enfrentar. Parafraseando a Merieur1, a través de estrategias que posibiliten al estudiante “hacerse obra de sí mismo”, generando proposiciones concretas a fin de educar sin “fabricar”, como así también, descubrir caminos alternativos, que nos permitan mover al estudiante de su posición de mero espectador, al espacio de protagonista, logrando de este modo que “haga” de la historia una herramienta más, para materializar sus ideas. Desde ellos mismos y sus historias personales, intentamos involucrarlos recuperando pedazos de sus memorias, orígenes, gustos, intereses, como gancho para iniciar la práctica del análisis de objetos a través de 4 ejes orientadores, método que utilizarán a lo largo del año lectivo. Esta propuesta pedagógica, planteada por el titular de cátedra, aborda el concepto de la “Historia como Sistema” de Ortega & Gasset2 y es vinculado a distintos niveles de realidades históricas, con la carga conceptual y el contenido curricular correspondiente, a fin de concluir en reflexiones críticas que sirvan como herramientas teóricas en sus propios procesos de diseño aplicados a la actual cultura material. ccording to Aristotle, the Industrial Design is located within the poietic or productive knowledge, and indeed, is a discipline that fuses art and the arts. It is a space in which necessarily must move between the world of ideas and the physical world . An efficient object is the result of good ideas, and ideas do not rain from the sky, the engine that generates must be continuously fed. In the formation of industrial designers, social sciences, and in particular the history confronts us with a unique reality. The freshman has a definite will to draw, model and create (working with your hands) . In all cases the resistance reading is expressed. This resistance is transformed from our initial meeting, we face a challenge, to paraphrase Merieur3 through strategies that enable students to "get work itself ", generating concrete steps to educate without "make" propositions as well as discover alternative ways that allow us to move the student from bystander position, the space character, thus achieving "Make " of history a tool to materialize their ideas. From themselves and their personal stories, we try to involve them, recovering pieces of their memories, origins, tastes, interests, as a hook to start the practice of analyzing objects through 4 guiding axes, the method used throughout the school year. This pedagogical proposal, submitted by the holder of chair, addresses the concept of the "History as a System " Ortega & Gasset4 and is linked to different levels of historical realities , the conceptual load and corresponding curriculum content , in order to conclude reviews theoretical considerations that serve as tools in their own design processes applied to the current material culture. Eje: La Enseñanza de la Historia y la Teoría: cuestiones curriculares Facultad de Arquitectura y Urbanismo

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    Authors: Nudelman, Jorge; Nisivoccia, Emilio; Méndez, Mary; Medero, Santiago;

    En la perspectiva de un cambio en el plan de estudios de la facultad de arquitectura se hace una historia de los antecedentes desde los años 30. Se analiza la incidencia de la prédica de Gropius y de la influencia de los C.I.A.M. en el disciplinamiento moderno que aparecería en 1952 para tratar de sustituir la teoría de Julien Guadet y la historia de Choisy, que sin embargo encontrarían los caminos para permanecer y solaparse a ellos. Se analizan brevemente las mutaciones hasta la actualidad, y se hace una crítica del proceso y la situación presente. Por último se describe sintéticamente una propuesta de reforma de estructura docente y currícula de la rama enviada al Claustro de la Facultad, hoy a discusión. The prospect of a change in the curriculum of the Faculty of architecture makes a history of antecedents since the 1930s. We examine the impact of the preaching of Gropius and the influence of the C.I.A.M. in the modern disciplining would appear in 1952 to replace JulienGuadet theory and the history of Choisy, who however would find ways to stay and overlap them. Mutations are briefly analyzed until today, and a criticism of the process and the present situation. Finally we synthetically describe a proposal for reform of teaching structure and curriculum of the branch sent to the cloister of the faculty, today to debate. Eje: El lugar de la historia y la teoría en los planes de estudio y las currículas Facultad de Arquitectura y Urbanismo

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    Authors: Riccardi, Alberto Carlos;

    La historia del Museo de La Plata, desde su fundación en 1884, muestra una serie de cambios que permiten evaluar las diferentes modalidades de organización institucional. Entre 1884 y 1905 el Museo fue una institución provincial, con proyección nacional, centrada en la exploración, investigación y exhibición pública. A partir de 1906 pasó a ser parte de la Universidad Nacional de La Plata, y como tal, centro de educación superior con diferentes “escuelas”, manteniendo la mayor parte de los objetivos y funciones originales. Para la década de 1940 la institución se transformó en el Instituto del Museo y Escuela Superior de Ciencias Naturales, que en 1949 pasó ser la Facultad de Ciencias Naturales y Museo, al tiempo que se produjo un cambio en el que se pasó a privilegiar la función educativa. Durante la segunda mitad del Siglo XX la historia institucional tuvo cambios acordes con el camino recorrido por el conjunto de la sociedad, de manera tal que los objetivos y funciones del Museo sufrieron modificaciones circunstanciales, sin una planificación definida. El proceso institucional ha evolucionado finalmente hacia la búsqueda de la verdadera identidad de un Museo Universitario, en una redefinición equilibrada de objetivos y funciones. The La Plata Museum of Natural Sciences was created in 1884 and since then it underway a number of changes that could be used to evaluate differences in institutional organization. Between 1884 and 1905 the Museum was a provincial institution with a national projection, focused in exploration, research and public exhibition. From 1906 onwards the Museum became part of La Plata University as a center of high education, although it maintained most of its original goals and functions. For the 1940`s it changed to Museum Institute and High School of Natural Sciences, and in 1949 became the Faculty of Natural Sciences, with a strong emphasis in high education. Changes in the Museum throughout the second part of the XX Century followed those of the country; therefore its goals and functions were not clearly defined. Finally the institution evolved towards its true identity as a University Museum, through a more balanced redefinition of goals and functions. Red de Museos de la Universidad Nacional de La Plata Eje: Historia, Archivos y Patrimonio Universitario

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Rovere, Alessio; Pappalardo, Marta; Richiano, Sebastián Miguel; Aguirre, Marina Laura; +5 Authors

    The dataset consists of a spreadsheet containing data on GPS surveys, dynamic topography extracted from published models (gplates.org), Shell preservation scoring, Strontium Isotopic Stratigraphy ages, and Global mean Sea Level calculations. Fil: Richiano, Sebastián Miguel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Centro Nacional Patagónico. Instituto Patagónico de Geología y Paleontología; Argentina Fil: Aguirre, Marina Laura. Universidad Nacional de La Plata. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico La Plata; Argentina. Facultad de Ciencias Naturales y Museo

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    Authors: Altszyler, Edgar; Brusco, Pablo;

    El presente trabajo es el primer eslabón de un proyecto en proceso que apunta a analizar la dinámica de distintos conceptos, desde un enfoque semántico, buscando identificar patrones temporales comunes en varios corpus de texto. Como primer paso utilizaremos textos provenientes de libros o subtítulos de películas, sin embargo este análisis puede extenderse a cualquier corpus de texto. En este trabajo en particular estudiaremos la evolución semántica de conceptos a lo largo de las distintas novelas de la saga Harry Potter con el objetivo último de analizar variaciones del contenido semántico en textos utilizando herramientas de Procesamiento de Lenguaje Natural (PLN). En este contexto, mostraremos una primera aproximación a la comprensión del alcance y de las limitaciones de las herramientas clásicas de PLN para cuantificar la evolución del concepto “oscuridad” con el avance temporal de los libros. La saga de novelas de Harry Potter resulta ser un corpus de texto ideal para testear estas herramientas debido a que es de público conocimiento que dicha saga presenta un aumento gradual de la “oscuridad” a medida que se suceden los libros. Sociedad Argentina de Informática e Investigación Operativa (SADIO)

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    Authors: Briend, Pedro; Sánchez Negrette, Angela; Lancelle, Anna;

    A lo largo de su obra Henri Bergson, abogando por una filosofía de la vida, ha dado cuenta de una oportunidad para pensar en una historia diferente. Entendiendo que es esa historia, poseedora del ritmo propio de la conciencia bergsoniana, la que permitiría encontrar un sentido útil y actual a la Historia de la Arquitectura, el presente trabajo se propone reflexionar sobre la enseñanza de la disciplina, entendida desde estos términos: lo que al hombre la Memoria-Material, la Historia-Duración a la arquitectura. Para ello, se operó metodológicamente, realizando el análisis hermenéutico de los textos paradigmáticos del autor sobre la temática. A partir de allí se estableció una serie de relaciones que permitieron demostrar la utilidad creativa de la historia, para el proyecto, en sintonía con la función de la memoria como energía espiritual para el hombre. All throughout Henry Bergson's work, advocating for a life philosophy, accounts for an opportunity to think in a different history. Understanding that is this history, owner of a typical rhythm of a Bergsonian awareness, which would allow finding a useful and up-to-dated sense to the History of Architecture. This work aims to reflect upon the role of the discipline, understood from these terms: regarding man to material-memory, the history-duration of Architecture. In order to do that, it has been worked methodologically, performing a hermeneutic analysis of the author's paradigmatic texts on this theme. From that point onwards a series of relationships were established which allowed demonstrating the creative utility of history, for the project, in agreement with the role of the memory as spiritual energy for man. La enseñanza de la Historia, la Teoría y la Investigación Facultad de Arquitectura y Urbanismo

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    Authors: Lozano, Ana Isabel; Murillo Dasso, María Florencia;

    El presente trabajo es parte de la difusión del Proyecto de Extensión “Reconociendo y valorando nuestro patrimonio”, el cual actualmente realizan un grupo de alumnos y docentes del Instituto de Historia y Patrimonio de la Facultad de Arquitectura y Urbanismo de la Universidad Nacional de Tucumán (IHP – FAU - UNT) y de la Universidad Iberoamericana de Santo Domingo (UNIBE). El Proyecto se desarrolla en el nivel primario de escuelas públicas en el área de las Ciencias Sociales y tiene como objetivo abarcar teórica y prácticamente conceptos relativos al patrimonio edificado con el fin de comunicar sus valores y favorecer su apropiación por parte de la sociedad. En este aspecto, la enseñanza de la historia de la arquitectura tiene un papel fundamental como lo que pertenece e identifica culturalmente a un grupo de personas. This work is a part of the Extension Project´s outreach "Recognizing and appreciating our heritage," currently conducted by a group of students and teachers of Instituto de Historia de la Facultad de Arquitectura y Urbanismo - Universidad Nacional de Tucumán (IHP - FAU - UNT) and Universidad Iberoamericana de Santo Domingo (UNIBE). The Project is being developed at the primary level in public schools in the area of social sciences and aims to cover theoretical and practical concepts related to built heritage in order to communicate their values and contribute to its appropriation by the society. In this aspect, the teaching of history of architecture has a key role as an assessment of what belongs to and culturally identifies a group of people. Eje: La enseñanza de la Historia y la Teoría: extensión y difusión Facultad de Arquitectura y Urbanismo

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    Authors: Gorostidi, Enrique Roberto; Risso, Marta Teresa;

    Desde el Taller de Historia G/R/R/ aspiramos a “construir una Historia de la Arquitectura que supere visiones lineales y cosificadas y recupere el hecho vital de “conocer”, integrando el pasado no como algo ya realizado de una vez y para siempre, y concibiendo la materia como una herramienta para aprender a hacer arquitectura.” Ello implica revalorizar el conocimiento histórico en la formación desde una visión materialista de la historia, que nos permita establecer las relaciones históricas de la obra con su época y con la actualidad de nuestra mirada, acercándonos aun juicio histórico. Desde esta perspectiva se estimulara en los estudiantes el reconocimiento de la resonancia espacio-temporal de la arquitectura,a partir de los espacios que habitan cotidianamente; favoreciéndose el desarrollo de un pensamiento creativo y crítico, y la promoción de arquitectos con compromiso histórico y conciencia social. From the History Workshop G / R / R / aspire to " build a history of architecture that exceeds linear visions and reified and retrieve the fact vital of " know " , integrating the past not as something done once and forever and conceiving matter as a tool to learn how to do architecture.” This implies revalue historical knowledge in training from a materialist view of history, which allows us to establish the historical relations of the work with his time and with present theour gaze, approaching a historical judgment. From this perspective, they stimulate in students the recognition of the time resonance of the architecture,from the spaces inhabit daily; favoring the development of creative and critical thinking, and promoting architects with historic compromise and social consciousness. Eje: El lugar de la historia y la teoría en los planes de estudio y las currículas Facultad de Arquitectura y Urbanismo

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    Authors: Moreno, Sonia; Pascual, Martin; Kornecki, Sylvia;

    A la problemática planteada sobre la relación del dictado de la materia Historia de la Arquitectura con la materias proyectuales nosotros planteamos el siguiente trabajo, que tiene como objetivo proponer la construcción / reconstrucción teórico- crítica de la categoría identitaria “ latinoamericana” como parte de un proceso natural y necesario en la formación de un futuro arquitecto desde el primer nivel de la materia Historia de la Arquitectura y el Urbanismo, en la cátedra Aboy de la FADU- UBA. Se trata de entender a la arquitectura y la espacialidad nativa americana, como disparador de la problemática latinoamericana actual y sus múltiples visiones, permitiendo a los estudiantes realizar un ejercicio que exprese, por medio de la práctica teórica-proyectual, uno de los usos del reconocimiento y apropiación del pasado para articularlos con la historia presente. To the troublesome raised about the relation between how we teach History of the Architecture with the design subjects, we propose the following work, which has as an objective the theoretical construction / re construction of the Latin American identity category as a part of a natural process and necessary in the development of a future architect since the first level of History of the Architecture and Urbanism, chair Aboy at the FADU-UBA. The main point is to understand American native architecture and spatiality, as the beginning of nowadays Latin American troublesome and its multiple visions, allowing the students to prepare an exercise that expresses through the theoretical- design practice one of the uses of the recognition and appropriation of the past with the purpose to articulate them with the present history. Facultad de Arquitectura y Urbanismo Mesa temática: Modalidad taller

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    Authors: Ochoa, Alejandra; Agusto, Fabiana;

    De acuerdo a Aristóteles, el Diseño Industrial se encuentra dentro de los saberes poiéticos o productivos, y efectivamente, es una disciplina que fusiona la Técnica y las Artes. Es un espacio en el que necesariamente los estudiantes deben transitar entre el mundo de las ideas y el mundo físico. Un objeto eficiente, es el resultado de buenas ideas, y las ideas no llueven del cielo, el motor que las genera debe ser alimentado permanentemente. En la formación de Diseñadores industriales, las Ciencias Sociales y la Historia en particular nos enfrentan a una realidad singular. El estudiante de primer año presenta una definida voluntad de dibujar, modelar y crear (trabajar con sus manos). En todos los casos la resistencia a la lectura es expresa. Esta resistencia, se transforma desde nuestro encuentro inicial, en un desafío que debemos enfrentar. Parafraseando a Merieur1, a través de estrategias que posibiliten al estudiante “hacerse obra de sí mismo”, generando proposiciones concretas a fin de educar sin “fabricar”, como así también, descubrir caminos alternativos, que nos permitan mover al estudiante de su posición de mero espectador, al espacio de protagonista, logrando de este modo que “haga” de la historia una herramienta más, para materializar sus ideas. Desde ellos mismos y sus historias personales, intentamos involucrarlos recuperando pedazos de sus memorias, orígenes, gustos, intereses, como gancho para iniciar la práctica del análisis de objetos a través de 4 ejes orientadores, método que utilizarán a lo largo del año lectivo. Esta propuesta pedagógica, planteada por el titular de cátedra, aborda el concepto de la “Historia como Sistema” de Ortega & Gasset2 y es vinculado a distintos niveles de realidades históricas, con la carga conceptual y el contenido curricular correspondiente, a fin de concluir en reflexiones críticas que sirvan como herramientas teóricas en sus propios procesos de diseño aplicados a la actual cultura material. ccording to Aristotle, the Industrial Design is located within the poietic or productive knowledge, and indeed, is a discipline that fuses art and the arts. It is a space in which necessarily must move between the world of ideas and the physical world . An efficient object is the result of good ideas, and ideas do not rain from the sky, the engine that generates must be continuously fed. In the formation of industrial designers, social sciences, and in particular the history confronts us with a unique reality. The freshman has a definite will to draw, model and create (working with your hands) . In all cases the resistance reading is expressed. This resistance is transformed from our initial meeting, we face a challenge, to paraphrase Merieur3 through strategies that enable students to "get work itself ", generating concrete steps to educate without "make" propositions as well as discover alternative ways that allow us to move the student from bystander position, the space character, thus achieving "Make " of history a tool to materialize their ideas. From themselves and their personal stories, we try to involve them, recovering pieces of their memories, origins, tastes, interests, as a hook to start the practice of analyzing objects through 4 guiding axes, the method used throughout the school year. This pedagogical proposal, submitted by the holder of chair, addresses the concept of the "History as a System " Ortega & Gasset4 and is linked to different levels of historical realities , the conceptual load and corresponding curriculum content , in order to conclude reviews theoretical considerations that serve as tools in their own design processes applied to the current material culture. Eje: La Enseñanza de la Historia y la Teoría: cuestiones curriculares Facultad de Arquitectura y Urbanismo

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    Authors: Nudelman, Jorge; Nisivoccia, Emilio; Méndez, Mary; Medero, Santiago;

    En la perspectiva de un cambio en el plan de estudios de la facultad de arquitectura se hace una historia de los antecedentes desde los años 30. Se analiza la incidencia de la prédica de Gropius y de la influencia de los C.I.A.M. en el disciplinamiento moderno que aparecería en 1952 para tratar de sustituir la teoría de Julien Guadet y la historia de Choisy, que sin embargo encontrarían los caminos para permanecer y solaparse a ellos. Se analizan brevemente las mutaciones hasta la actualidad, y se hace una crítica del proceso y la situación presente. Por último se describe sintéticamente una propuesta de reforma de estructura docente y currícula de la rama enviada al Claustro de la Facultad, hoy a discusión. The prospect of a change in the curriculum of the Faculty of architecture makes a history of antecedents since the 1930s. We examine the impact of the preaching of Gropius and the influence of the C.I.A.M. in the modern disciplining would appear in 1952 to replace JulienGuadet theory and the history of Choisy, who however would find ways to stay and overlap them. Mutations are briefly analyzed until today, and a criticism of the process and the present situation. Finally we synthetically describe a proposal for reform of teaching structure and curriculum of the branch sent to the cloister of the faculty, today to debate. Eje: El lugar de la historia y la teoría en los planes de estudio y las currículas Facultad de Arquitectura y Urbanismo

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    Authors: Riccardi, Alberto Carlos;

    La historia del Museo de La Plata, desde su fundación en 1884, muestra una serie de cambios que permiten evaluar las diferentes modalidades de organización institucional. Entre 1884 y 1905 el Museo fue una institución provincial, con proyección nacional, centrada en la exploración, investigación y exhibición pública. A partir de 1906 pasó a ser parte de la Universidad Nacional de La Plata, y como tal, centro de educación superior con diferentes “escuelas”, manteniendo la mayor parte de los objetivos y funciones originales. Para la década de 1940 la institución se transformó en el Instituto del Museo y Escuela Superior de Ciencias Naturales, que en 1949 pasó ser la Facultad de Ciencias Naturales y Museo, al tiempo que se produjo un cambio en el que se pasó a privilegiar la función educativa. Durante la segunda mitad del Siglo XX la historia institucional tuvo cambios acordes con el camino recorrido por el conjunto de la sociedad, de manera tal que los objetivos y funciones del Museo sufrieron modificaciones circunstanciales, sin una planificación definida. El proceso institucional ha evolucionado finalmente hacia la búsqueda de la verdadera identidad de un Museo Universitario, en una redefinición equilibrada de objetivos y funciones. The La Plata Museum of Natural Sciences was created in 1884 and since then it underway a number of changes that could be used to evaluate differences in institutional organization. Between 1884 and 1905 the Museum was a provincial institution with a national projection, focused in exploration, research and public exhibition. From 1906 onwards the Museum became part of La Plata University as a center of high education, although it maintained most of its original goals and functions. For the 1940`s it changed to Museum Institute and High School of Natural Sciences, and in 1949 became the Faculty of Natural Sciences, with a strong emphasis in high education. Changes in the Museum throughout the second part of the XX Century followed those of the country; therefore its goals and functions were not clearly defined. Finally the institution evolved towards its true identity as a University Museum, through a more balanced redefinition of goals and functions. Red de Museos de la Universidad Nacional de La Plata Eje: Historia, Archivos y Patrimonio Universitario

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