Conocimiento destructivo: estrategias para aprender a des-hacer
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Abstract
Los arquitectos se mueven por medio de una inercia genealógica que los impulsa a hacer. Se cree que sus herramientas son el medio de imaginar, diseñar, construir y, finalmente, hacer. El do, del latín, sirve como la raíz de una serie de palabras que están relacionadas con la noción del conocimiento acumulado, doctus, doctor, pero también docilis, ser dócil. Gordon Matta-Clark, el conocido artista que se formó como arquitecto, siguió trabajando esencialmente con las herramientas de la arquitectura, pero, en lugar de hacer, la mayor parte de su trabajo está dedicada a deshacer. Sus estrategias no son sólo sobre des-construir edificios, sino que son, mayormente, un modo de búsqueda y exposición de sus impresiones archivadas de arte y arquitectura. Este texto considera la consecuencia conceptual de este proceso de trabajo del artista como una herramienta para interrogar el momento formativo del arte y la arquitectura desarrollando herramientas para des-hacer, es decir, para remover la docilidad del conocimiento disciplinar.
Abstract
Architects are moved by a genealogical inertia that drives them towards doing. Their tools are thought to be the means to imagine, to design, to construct, in the end, to do. The Latin do, serves as the root to a series of words that are related to the notion of accumulated knowledge, doctus, doctor, but also to docilis, to be docile. Gordon Matta-Clark, the well-known artist taught as architect essentially kept working with the tools of architecture, but instead of doing, most of his work is dedicated to undo. His strategies are not only about un-constructing buildings, however, I would argue, they were mostly a mode of search and exposition of his archival impressions of art and architecture. This text considers the conceptual consequence of this working process of the artist as a tool for interrogating the formative moment of art and architecture by developing tools to un-do, this is, to remove docility from disciplinary knowledge.
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