Syllabus as pedagogical [inter]mediation device

The teaching proposal offers an experience that introduces intuitively research through relationships, using new digital tools that encourage collaborative work both inside and outside the classroom. This approach is analyzed and understood by the adaptation of the dispositive concept to the research method. An experimental pedagogy that turns the seminar format into a project laboratory in which students acquire transversal skills dynamically and collaboratively. The selection of the syllabus, as a common tool in different schools of architecture, is used in this proposal as a device. Through the characteristics of this term defined by Michel Foucault and the associative thinking that is created between teaching methods, both academic and professional results, a debate is encouraged on the mediation between the different mechanisms and techniques of architectural research.