摘要：Eduardo Sacriste studied Architecture at the School of Architecture of the Universidad de Buenos Aires where he graduated just two years after Le Corbusier's visit to Argentina. His production, widely published, is recognized along with his academic work, however, there is still a critical analysis of his work inside the classroom to make. This work proposes an approach to the architectural teaching problem focusing on Eduardo Sacriste (1905-1999) teaching experience between 1947 –year the Curriculum for the career at the Universidad Nacional de Tucuman is changed– and 1965 –year Sacriste is appointed as United Nations Organization for Science and Culture advisor to study the feasibility of postgraduate studies in Indian architecture schools. The approach proposed here is based on the differences between etic and emic contexts worked by Carlo Ginzburg together with the concept of semantic ambiguity. These conceptualizations will allow us to interrogate the study case to open new perspectives to analyze the way in which architects have been trained in Argentina.
