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Teaching Statement // Believing that an educator in our computer-mediated/computer-enhanced society, exceeding more traditional conception of the teacher as a lecturer, beyond delivering specific subjects, has the role of performing a guide to help navigate the vast data-pool, to teach how to deal with, to organize, to share, to learn from the vast amount of information available, accessible, and how to create from this, that has to be, a self-organizing learning process.

Considering the reflective and critique processes that plays an important role in the learning dynamics, I believe that performance of the students could be evaluated making use of didactic procedures and techniques of comparison to make studio based classes, considered as an organism, to be conscious about their ‘evolutionary performance’. In addition, the Lecturers can run ‘critique sessions’ where the group can openly and productively discuss— using examples from theory and practice in media arts and related fields and approaches.

I believe that a teacher that aim in to stimulate the students to work and produce in the convergence of art, sciences and technologies, has to consider discontinuity and indeterminism as main elements that directs the class dynamics and the teacher interferences and interactions as part of the class organism that is “evolving”, “changing”. The teacher is not to be considered, from this the perspective, as an element that is outside or excluded from the system, responsible for throughputs. This perspective implies that the evaluation is cyclic, embedded, embodied, spontaneous, recursive, and the teacher is as suitable of evaluation as the students are; is learning as the students are; is changing as the system is changing.
Considering the reflective and critique processes that plays an important role in the learning dynamics, I believe that performance of the students could be evaluated making use of didactic procedures and techniques of comparison to make studio based classes, considered as an organism, to be conscious about their ‘evolutionary performance’. In addition, the Lecturers can run ‘critique sessions’ where the group can openly and productively discuss— using examples from theory and practice in media arts and related fields and approaches.

SELECTED CLASSES:
Behaviour I BEHAVIOUR I (2014-2015) | syllabus
The Artificial TAO CYBERNETICS II (2014-2015) | syllabus
Black Box: Cybernetics Table Game CYBERNETICS I (2014)| syllabus
moistmedia MOISTMEDIA I(2014-2015)| syllabus
CYBERCEPTION (2014-2015) | Syllabus
DECONSTRUCTIVIST HOUSES EXPERIMENTAL ARCHITECTURE EXPERIMENTAL ARCHITECTURE (2013)(2015-2016) | syllabus(2013) pt en| Syllabus (2015-2016)
PARAMETRIC MODELING STRATEGIES (2016) | syllabus
Experimental Modeling Strategies EXPERIMENTAL MODELING FOR DESIGNERS (2011-2012)| syllabus pt en
MATHEMATICS & ARCHITECTURE (2013)(2015-2016)| syllabus(2013) pt en | syllabus(2015-2016)