El valor de la explicitación en el proceso de diseño como instrumento de la investigación proyectual

This article presents the results of the research project "Repetition in the project as construction of knowledge" which aims to contribute to the reflection around the bond recognized between research and the project practice. These results demonstrate a new value of the pedagogical strategy of explicitness which emerges in the validation stage of this project. It will be shown that, although in the design project many different processes of inquiry take place as a part of the project practice, it is its explicit characterization as a process the one that can give it value for research, since in the academic environment diverse ideas related to the project practice as research process are presented. The methods and tools applied during this stage of the research process are presented, as well as their relationship with teaching practice, a proposal for linking research with the design processes, a case study as a model for the application in the pedagogical environment of project related disciplines, and the results obtained in the framework of academic debate between research and the design project.