LIGHTING EDUCATION

A CURRICULAR ANALYSIS OF PUBLIC ARCHITECTURE COURSES IN BRAZIL

Authors

  • Jenifer da Rosa Godoy Universidade Federal do Rio Grande do Sul
  • Betina Tschiedel Martau Universidade Federal do Rio Grande do Sul

DOI:

https://doi.org/10.4013/arq.2026.221.04

Keywords:

Lighting education, Curricular framework, Architect training, Curricular Integration, Public University

Abstract

Light plays a fundamental role in human well-being, influencing visual perception, daily activities, and circadian rhythms. Despite its relevance, the integration of lighting education into architecture curricula remains fragmented and insufficiently explored, particularly in Brazil. This study aimed to investigate how lighting principles are currently addressed in public Architecture and Urbanism programs. A documentary analysis examined curricular structures, pedagogical strategies, and regional disparities. The results reveal considerable variation in workload, documented content coverage, teaching resources, and interdisciplinary integration across the programs analyzed. Practical activities, digital tools, and project-based approaches are documented in part of the sample, but these elements are not consistently formalized across curricula. The findings are discussed in relation to the recent update of the National Curriculum Guidelines (DCNs), highlighting opportunities for curricular alignment and improvement. By mapping these contrasts, the study contributes to current debates on curricular reform and provides evidence to support the integration of lighting education with contemporary professional and regulatory demands.

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Published

2026-10-23

How to Cite

Godoy, J. da R., & Tschiedel Martau, B. (2026). LIGHTING EDUCATION: A CURRICULAR ANALYSIS OF PUBLIC ARCHITECTURE COURSES IN BRAZIL. Arquitetura Revista, 22(1), 45–64. https://doi.org/10.4013/arq.2026.221.04

Issue

Vol. 22 No. 1 (2026): JAN-DEZ

Section

Articles

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