Abstract

Tension between architectural education and its profession is extreme in Ibero-American educational contexts that assign the responsibility of granting degrees and professional qualifications only to the university. The communication interweaves interviews carried out between 2017 and 2019 among 47 Spanish and Chilean teachers from diverse architecture schools in order to critically reflect about the tensions of the education-profession binomio. The objective is to offer a state of the art informed by the proprioception that the respondents have of their own institutions and academic-teaching practice. As an analysis method, text analysis software (Atlas Ti and NVivo) is used, following the principles of IT Grounded Theory. The results reveal a series of emerging concepts and new dimensions that refer to transformations in relation to the disciplinary tradition.