Teoria da Conservação e do Restauro

Objectives

Based on a historical perspective of the main doctrines of conservation and restoration, this course intends to stimulate a critical reading of the problems and criteria underlying the thinking and actions on the built heritage. In addition, the discussion of fundamental concepts and the analysis of case studies, particularly in Portugal, aim to consolidate knowledge and promote rigorous and interdisciplinary approaches. Identifying cultural and social challenges of the present, the topics covered in TCR enable a common awareness and prepare future architects to design in pre-existing contexts, with recognised historical and heritage value.

Syllabus

1. Introduction to the course. Origin and evolution of the concepts of heritage and monument. 2. Inventory, documentation and listing of built heritage. 3. The first doctrines of conservation and restoration: from the Renaissance to the French Revolution. Contrast of different theories and methodologies of intervention, throughout the 19th century. 4. From Historical Restoration to Critical Restoration: Italy as the epicentre of new approaches to built heritage, before and after World War II. 5. International charters and conventions on architectural heritage: from the Venice Charter to the end of the 20th century. 6. Fundamental concepts and levels of intervention. Integrity, authenticity and compatibility of forms, uses, materials and technologies. 7. Current topics and issues. Rehabilitation as a central theme of contemporary culture. Heritage, tourism and sustainability.

Cross Competence Component

The approach to heritage, in a perspective of valuing cultural diversity, aims at promoting intercultural dialogue, tolerance and global citizenship. Considering that this curricular unit is based on the principle that heritage preservation constitutes a social and cultural demand, and that any action on cultural properties must be based on multidisciplinary technical and scientific knowledge, TCR seeks to develop a sense of responsibility and professional ethics. Through the debates held in class, as well as in the answers to the written exams (50% of the final grade) and in the reports (50%), this course also intends to foster critical thinking and oral and written communication skills.The transversal competences have a contribution of 30% in the global evaluation of the UC.

Ethical Principles

All members of a group are responsible for the group's work. In any assessment, every students shall honestly disclose any help received and sources used. In an oral assessment, every students shall be able to present and answer questions about the entire assignment and solution.