There is no a discipline more needed of pedagogical reformulation than Architecture and, particularly, the area of Architectural Projects in which a group of teachers work, within the new degree of Architecture at the University of Zaragoza. The construction from scratch of the teaching content has allowed a less conditioned and more unified formulation. We have carried out a set of Teaching Innovation Projects that have enabled a framework for discussion on various methodologies, confirming it as a necessity to counterbalance a certain academic inertia that, in the past, did not realize this importance. A teaching methodology has been established, integrated with technical subjects making matter, and its relationship to technique, a k-component of the project since its inception. The aim of this paper is to present these results –reflected in the related publications– like tests of a new way of addressing the issues of architectural teaching.
