{"id":894,"date":"2020-07-10T13:06:38","date_gmt":"2020-07-10T11:06:38","guid":{"rendered":"http:\/\/archiexpo.ulb.be\/wordpress\/?p=894"},"modified":"2021-04-21T18:11:08","modified_gmt":"2021-04-21T16:11:08","slug":"publication-judith-le-maire","status":"publish","type":"post","link":"https:\/\/archiexpo.ulb.be\/wordpress\/publication-judith-le-maire\/","title":{"rendered":"Article | Judith le Maire de Roms\u00e9e"},"content":{"rendered":"","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":901,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"jetpack_post_was_ever_published":false},"categories":[12,1,20],"tags":[],"class_list":["post-894","post","type-post","status-publish","has-post-thumbnail","hentry","category-culture-recherche-19-20","category-productions","category-prod-19-20"],"grid":"{\r\n  \"colCount\": 6,\r\n  \"colGutter\": 1.5,\r\n  \"rowGutters\": [],\r\n  \"frameMargin\": 5,\r\n  \"topFrameMargin\": 10,\r\n  \"bottomFrameMargin\": 5,\r\n  \"rowAttrs\": [\r\n    {}\r\n  ],\r\n  \"bgColor\": null,\r\n  \"cont\": [\r\n    {\r\n      \"type\": \"stack\",\r\n      \"cont\": [\r\n        {\r\n          \"type\": \"text\",\r\n          \"cont\": \"<p class=\\\"_Head1\\\"><span lang=\\\"FR\\\">De l\u2019enseignement \u00e0 la pratique. La\u00a0participation \u00e0 l\u2019\u00c9cole d\u2019architecture de La\u00a0Cambre<br \/><\/span><span lang=\\\"FR\\\"><em>Judith le Maire de Roms\u00e9e<\/em><br \/><\/span><span class=\\\"_Head2\\\">Laboratoire Clara<\/span><\/p>\",\r\n          \"align\": \"top\",\r\n          \"row\": -1,\r\n          \"col\": 0,\r\n          \"colspan\": 3,\r\n          \"offsetx\": 0,\r\n          \"offsety\": 0,\r\n          \"spaceabove\": 0,\r\n          \"spacebelow\": 2,\r\n          \"yvel\": 1,\r\n          \"push\": 0,\r\n          \"relid\": 865\r\n        },\r\n        {\r\n          \"type\": \"shortcode\",\r\n          \"cont\": \"[shared_counts]\",\r\n          \"align\": \"top\",\r\n          \"row\": -1,\r\n          \"col\": 0,\r\n          \"colspan\": 2,\r\n          \"offsetx\": 0,\r\n          \"offsety\": 0,\r\n          \"spaceabove\": 0,\r\n          \"spacebelow\": 0,\r\n          \"yvel\": 1,\r\n          \"push\": 0,\r\n          \"relid\": 4,\r\n          \"shortcodeid\": 1594814665537\r\n        },\r\n        {\r\n          \"type\": \"hr\",\r\n          \"cont\": \"\",\r\n          \"align\": \"middle\",\r\n          \"row\": -1,\r\n          \"col\": 0,\r\n          \"colspan\": 3,\r\n          \"offsetx\": 0,\r\n          \"offsety\": 0,\r\n          \"spaceabove\": 0,\r\n          \"spacebelow\": 0,\r\n          \"yvel\": 1,\r\n          \"push\": 0,\r\n          \"relid\": 868\r\n        },\r\n        {\r\n          \"type\": \"text\",\r\n          \"cont\": \"<p>Suite aux mouvements des ann\u00e9es 1960 et 1970, les pratiques p\u00e9dagogiques \u00e9voluent et les cursus sont modifi\u00e9s, compl\u00e9t\u00e9s notamment par des apports des disciplines des sciences humaines. Ainsi, une dimension sociale de l\u2019architecture est de plus en plus pr\u00e9sente, particuli\u00e8rement \u00e9largie \u00e0 un acteur jusqu\u2019ici rarement invit\u00e9 \u00e0 la \u00ab\u00a0table\u00a0\u00bb des architectes, l\u2019habitant ou l\u2019usager, d\u00e9sormais appel\u00e9 \u00e0 participer. Face \u00e0 cette figure du Ma\u00eetre qui domine dans l\u2019enseignement de type Beaux-Arts en Belgique jusqu\u2019en 1968, une figure de P\u00e9dagogue va \u00e9merger et prendre toute son intensit\u00e9, jusqu\u2019\u00e0 s\u2019imposer dans les \u00e9coles d\u2019architecture. Mettant au centre des r\u00e9flexions la question du destinataire de l\u2019architecture et la possibilit\u00e9 de le faire participer au projet, ces enseignants ont la conviction que projeter n\u2019est plus un simple recueil de donn\u00e9es, mais s\u2019\u00e9labore au sein de l\u2019\u00e9change des savoirs avec l\u2019usager. L\u2019article propose un aper\u00e7u des changements \u00e0 l\u2019Ecole d\u2019architecture de la Cambre.<\/p><p>Paru dans <span lang=\\\"FR\\\">Debarre A. Maniaque C., Marantz E. Violeau J.-L. (Dir.),\u00a0 <i>Architecture 68. 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La\u00a0participation \u00e0 l\u2019\u00c9cole d\u2019architecture de La\u00a0Cambre<br \/><\/span><span lang=\\\"FR\\\"><em>Judith le Maire de Roms\u00e9e<\/em><br \/><\/span><span class=\\\"_Head2\\\">Laboratoire Clara<\/span><\/p>\",\r\n      \"align\": \"bottom\",\r\n      \"row\": 0,\r\n      \"col\": 0,\r\n      \"colspan\": 1,\r\n      \"offsetx\": 0,\r\n      \"offsety\": 0,\r\n      \"spaceabove\": 0,\r\n      \"spacebelow\": 0,\r\n      \"yvel\": 1,\r\n      \"push\": 0,\r\n      \"relid\": 865\r\n    },\r\n    {\r\n      \"type\": \"hr\",\r\n      \"cont\": \"\",\r\n      \"align\": \"bottom\",\r\n      \"row\": 1,\r\n      \"col\": 0,\r\n      \"colspan\": 1,\r\n      \"offsetx\": 0,\r\n      \"offsety\": 0,\r\n      \"spaceabove\": 0,\r\n      \"spacebelow\": 0,\r\n      \"yvel\": 1,\r\n      \"push\": 0,\r\n      \"relid\": 868\r\n    },\r\n    {\r\n      \"type\": \"text\",\r\n      \"cont\": \"<p>Suite aux mouvements des ann\u00e9es 1960 et 1970, les pratiques p\u00e9dagogiques \u00e9voluent et les cursus sont modifi\u00e9s, compl\u00e9t\u00e9s notamment par des apports des disciplines des sciences humaines. Ainsi, une dimension sociale de l\u2019architecture est de plus en plus pr\u00e9sente, particuli\u00e8rement \u00e9largie \u00e0 un acteur jusqu\u2019ici rarement invit\u00e9 \u00e0 la \u00ab\u00a0table\u00a0\u00bb des architectes, l\u2019habitant ou l\u2019usager, d\u00e9sormais appel\u00e9 \u00e0 participer. Face \u00e0 cette figure du Ma\u00eetre qui domine dans l\u2019enseignement de type Beaux-Arts en Belgique jusqu\u2019en 1968, une figure de P\u00e9dagogue va \u00e9merger et prendre toute son intensit\u00e9, jusqu\u2019\u00e0 s\u2019imposer dans les \u00e9coles d\u2019architecture. Mettant au centre des r\u00e9flexions la question du destinataire de l\u2019architecture et la possibilit\u00e9 de le faire participer au projet, ces enseignants ont la conviction que projeter n\u2019est plus un simple recueil de donn\u00e9es, mais s\u2019\u00e9labore au sein de l\u2019\u00e9change des savoirs avec l\u2019usager. 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