The use of urban watersheds as a geodesign framework in planning education

Abstract

The purpose of this paper is to demonstrate the use of technology-assisted multi criteria analysis and participatory approaches as effective tools for implementing the pedagogic guidelines of the Architecture and Planning Undergraduate Program at the Federal University of Minas Gerais, Brazil. It reports on a planning studio experience that uses the hydrological cycle in urban watersheds as a powerful analytical framework for understanding development environmental impacts and spatial justice issues from an integrated and interdisciplinary perspective, involving contentious interest groups and mediation strategies, aiming at more sustainable and shared decision-making processes.