Documentation and Conservation of Modern Movement Architecture: DOCOMOMO ISC/E+T, Education for Intervention

June 22, 2026

This dissertation investigates how modern heritage can constitute a pedagogical field in architectural education, taking DOCOMOMO, especially the International Specialist Committee on Education and Training (ISC/E+T), as its primary framework of analysis. The research draws on the analysis of DOCOMOMO publications, five international workshops conducted between 2006 and 2024, and interviews with academics and professionals, seeking to understand how pedagogical approaches to intervention in modern heritage have been developed, transmitted, and reinterpreted across different contexts. The study identifies recurring pedagogical principles that articulate analysis, design, interpretation, and social engagement. The workshops are examined as learning contexts grounded in real-world situations, interdisciplinary collaboration, and iterative processes. The dissertation conceptualises these principles as a pedagogical “DNA”, positioning the design as a process of interpretation and negotiation with existing conditions. The analysis, nevertheless, demonstrates that the consolidation of these practices varies significantly according to context, shaped by institutional asymmetries and local resources. Instead of proposing a universal model, the research emphasises the adaptable nature of these practices, advocates for the creation of platforms capable of mitigating the fragmentation of this knowledge, and proposes a reconfiguration of architectural education, in which working with existing buildings is established as a central condition of architectural practice.

Authors in the community:

• 

  M

  Maria Cristina Pereira Muller Camacho

  ist192600

Supervisors of this institution:

• 

  D

  Daniela Arnaut

  ist147385

civil-engineering - Civil engineering

por - Portuguese

Instituto Superior Técnico