Urban planning as a pedagogical experience through an Action Research Project in intermediate cities in northern Peru: “Transversal (2011- 2016)”, La Libertad Region
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Date
2016
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AESOP
Abstract
Traditional urban planning teaching provides a normative and general knowledge that does not contribute effectively to its practical application (Uribe- Echevarría, 1977; Alexander, 2001; Carreño & Duran, 2015). This becomes evident in intermediate cities where the globalization phenomena demands that planning involves the present, the places and the local actors. Traditional intermediate cities are facing strong real state dynamics (pic.1), with a high building rate and increased land value resulting from grow up productivity in the rural areas due to new and important investments whose interest slip away from those of the local economy. The pressure for immediate response from the economic and social actors has led to underestimate long-term policies as inefficient or innocuous. Faced with this: Why teach planning in an environment that despises it? In addition, drawing up urban plans has become a bureaucratic matter that does not assure any usefulness, so Budget and Operation Plans are prioritized based on experience, political interests and other concerns. The challenge we are facing is how to make and teach planning socially and politically legitimate. Within this context, participative planning emerges as an alternative to build legitimacy between the local actors thus efficiently regulate their territorial development. This kind of planning has required a pedagogical experience that needs transversal strategies from interdisciplinary skills, and commitment from the local actors’ in the city development.
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Proceedings of the IV World Planning Schools Congress, July 3-8th, 2016 : Global crisis, planning and challenges to spatial justice in the north and in the south
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