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El viaje siempre ha estado ligado a la formación del arquitecto, incluso para alguno de los maestros constituyó su única educación arquitectónica. Sin embargo, esta práctica ha sido generalmente planteada en las Escuelas de Arquitectura como una actividad extracurricular desconectada del contenido y desarrollo del Plan de Estudios. Los autores del presente texto presentamos un caso en el que este mecanismo docente no se plantea como un acontecimiento esporádico e independiente sino que se erige en el auténtico eje vertebrador del aprendizaje e integrador del conocimiento. Planteamos una nueva “materia troncal” en la titulación, a través de la cual el alumno se forma de manera paralela y complementaria a la docencia en el aula. Journeys have always been linked to the training of the architect, even for some of the masters constituted their only architectural education. However, this practice has generally been raised in the Schools of Architecture as an extracurricular activity disconnected from the content and development of the Curriculum. The authors of the present text present a case of study in which this teaching tool is not considered as a sporadic and independent event but it is erected in the authentic axis of learning and as a knowledge integrator. We propose a new "core subject" in the degre, through which the student is formed in a parallel and complementary way to regular teaching in the classroom.Peer Reviewe

40 asignaturas, 10 destinos, 5 años y una herramienta compartida: viajar