Publication: Post-graduate studies in planning in Latin America : rationality vs. deliberation
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Date
2017
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AESOP
Abstract
This paper describes the current academic scenario of post-graduate studies in planning in Latin American Universities by focusing on the curricula of masters and doctoral programs as well as theses produced in the last 3 years in Argentina, Brazil, Colombia, Chile, Mexico and Venezuela. The study attempts to determine the character of the programs and their orientation towards rational or deliberative models. It also develops a historical analysis of planning education in the region, and its different stages in time, and whether or not spaces of dialogue are being built. In order to determine the emphasis of the programs a survey was conducted to coordinators in planning schools in the region. Survey includes objectives and academic structures of the existing degrees as well as theses titles regarding their rational or deliberative emphasis. It also inquires about historical facts such as the first time a post-graduate program was offered in every country studied. In addition, it also explores the certification process and standards defined by national governments for post-graduate studies in planning. Urban and regional planning was introduced to Latin America as an area of specialization for architects and engineers. Urbanismo, Planeación Urbana y Regional or Estudios Urbanos are the Spanish terms to refer to any course or degree related to the city, including urban and regional planning, and urban studies. Therefore, the survey targeted only the programs with this titles, regardless their adscription to geography, architecture, engineering or economics schools. Since the first half of the 20th century some courses on Urbanismo were inserted in undergraduate programs’ curricula in Latin America; yet they were merely introductory and limited to an architectural approach. Some decades later in the 1960s, post-graduate programs in planning, as part of a rising discipline, were offered in architecture and engineering schools with a rational/ substantive model embedded, but there are reasons to believe this approach is slowly leaning towards deliberation. This study concludes with general remarks on academic structures and orientation that could help matching regional programs with planning schools around the world, including the Europeans, since faculty and students mobility between Europe and Latin America is becoming common ground.
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Book of proceedings: Annual AESOP Congress, Spaces of Dialog for Places of Dignity, Lisbon, 11-14th July, 2017
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