ABSTRACT
The chapter reviews some influences of learning environments in the current context of Architecture and Urban Planning education. It emphasizes the strengths and weaknesses of different ways of teaching under the perspective of the typical characteristics of various learning spaces, such as the human sharing and interaction provided or inhibited by them. For this, the most learning environments in Architecture and Urban Planning schools are descriptively covered, from traditional schools – directly linked to teaching and learning practices – to those with other functions, for example, social, focusing not only on the learning but also on psychic health of the student and faculty bodies. One of the chapter's purposes is to expand the scope of discussion about teaching Architecture and Urban Planning by including other related views and approaches as a social phenomenon. The driver for this study is the current replacement of physical environments with virtual platforms without an in-depth discussion, reinforcing a process that has been taking place for some years and hastened by the pandemic. In this sense, it outlines some incipient suggestions to motivate the discussion about this process. Emphasizing each learning environment's positive and negative qualities also serves to revisit and re-evaluate both the old and new teaching and learning ways in Architecture and Urban Planning Schools. It concludes by reinforcing the desirable qualities inherent to educational processes from a broader perspective and alerting to the permanent need to review Architecture and Urban Planning teaching in different learning environments, always guided by the endless search for improvement.
