Inteligencia artificial como agente mediador del aprendizaje arquitectónico: una perspectiva transdisciplinar

Thadee Birzavitt Garcia Quintero; Pedro Martinez Olivarez; Moises Barrera Sanchez; Carlos Cesar Morales Guzman

doi:10.37636/recit.v9n2e458

Autores/as

Thadee Birzavitt Garcia Quintero Universidad Veracruzana – Doctorado en Arquitectura y Urbanismo, Región Xalapa, Circuito Universitario Gonzalo Aguirre Beltrán s/n, Zona Universitaria, 91090 Xalapa de Enríquez, Veracruz, México https://orcid.org/0000-0001-7701-7618

Conflictos de interés

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Pedro Martinez Olivarez Universidad Veracruzana – Doctorado en Arquitectura y Urbanismo, Región Xalapa, Circuito Universitario Gonzalo Aguirre Beltrán s/n, Zona Universitaria, 91090 Xalapa de Enríquez, Veracruz, México https://orcid.org/0000-0003-4629-4975

Conflictos de interés

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Moises Barrera Sanchez Benemérita Universidad Autónoma de Puebla – Facultad de Arquitectura, Blvd. Capitán Carlos Camacho Espíritu s/n, Cd Universitaria, Cdad. Universitaria, 72570 Heroica Puebla de Zaragoza, Puebla, México https://orcid.org/0000-0002-8778-608X

Conflictos de interés

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Carlos Cesar Morales Guzman Universidad Veracruzana – Facultad de Arquitectura, Región Poza Rica, Avenida Venustiano Carranza s/n, Col. Revolución, Poza Rica, Veracruz, México https://orcid.org/0000-0002-4499-6968

Conflictos de interés

ninguno

DOI:

https://doi.org/10.37636/recit.v9n2e458

Palabras clave:

Aprendizaje arquitectónico, Inteligencia artificial, Transdisciplinariedad, Mediación pedagógica, Cognición proyectual

Resumen

La incorporación de la Inteligencia Artificial (IA) en los entornos educativos ha modificado de forma acelerada los procesos de aprendizaje en arquitectura y ha transformado los métodos de diseño, las formas de pensamiento y la generación de nuevo conocimiento disciplinar. El presente artículo presenta una revisión crítica de literatura y un análisis conceptual de la IA como agente mediador del aprendizaje arquitectónico contemporáneo, desarrollado desde una perspectiva transdisciplinar y bajo el marco interpretativo de la ontología crítica, el cual estructura la realidad educativa en tres capas: lo subjetivo, lo intersubjetivo y lo objetivo. El estudio problematiza la fragmentación curricular emergente, derivada de la ausencia de lineamientos pedagógicos que orienten el uso responsable de esta tecnología. Como resultado central del análisis, se formula una propuesta epistemológica articulada en tres dimensiones: la cognitiva (síntesis crítica y metacognición), la intersubjetiva (normativa y ética compartida) y la objetiva (datos, algoritmos y métricas). Esta arquitectura conceptual constituye el conducto adecuado para integrar la IA en los procesos formativos, siempre que se cumplan cuatro condiciones pedagógicas específicas que preserven el pensamiento crítico, la creatividad proyectual y la autonomía intelectual del arquitecto en formación.

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