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Indigo Clandestine Architectures: Design Outside the Grid | Erin Mills Town Centre
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Clandestine Architectures brings together a series of architectural projects developed as project investigation exercises. Carried out from didactic themes, competitions, critical counter-projects or initiatives of social interest, these works function as a field of formal, technical and representational experimentation, while keeping the architect's practice active. The project is treated as a form of research: each proposal examines the place, the program, the construction and the means of representation, articulating essential issues of architectural making.
The context of these projects is a contradiction of Brazilian public education: teachers in exclusive dedication are prevented from professionally exercising the activity they teach. Given this limitation, the author develops a parallel and unpaid project practice, located on the margins of formal professional practice. These "clandestine architectures" thus become a way to preserve the practice of the project and to qualify the teaching of architecture.
Clandestine Architectures brings together a series of architectural projects developed as project investigation exercises. Carried out from didactic themes, competitions, critical counter-projects or initiatives of social interest, these works function as a field of formal, technical and representational experimentation, while keeping the architect's practice active. The project is treated as a form of research: each proposal examines the place, the program, the construction and the means of representation, articulating essential issues of architectural making.
The context of these projects is a contradiction of Brazilian public education: teachers in exclusive dedication are prevented from professionally exercising the activity they teach. Given this limitation, the author develops a parallel and unpaid project practice, located on the margins of formal professional practice. These "clandestine architectures" thus become a way to preserve the practice of the project and to qualify the teaching of architecture.
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