Title of the research: Architectural Education as a Form of Mediation: A Comparative Study of Architectural Education and Its Relationship to the Profession in Brazil and Canada
under the supervision of Izabel Amaral
Abstract: This study examines how architects are trained by analyzing the institutional frameworks and tensions between universities (pedagogy), professional organizations, and accrediting bodies in Brazil and Canada. Drawing on a theoretical framework that integrates the work of Bruno Latour (actor-network theory and mediation), Donald Schön (epistemology of practice), Pierre Bourdieu (concepts of field and habitus), and Cécile Vigour (comparative method), the dissertation challenges the notion of a neutral or uniform educational pathway. It examines how Brazilian Curriculum Guidelines and Canadian Education Standards act as mediators shaping distinct professional profiles. The main objective is to develop a transferable analytical and methodological tool, based on the pedagogy–profession–accreditation triangle, in order to make the mechanisms of architectural education in different national contexts comparable and intelligible.