CULTURAL AND ARCHITECTURAL SYNERGY: A PROPOSAL FOR THE REVIVAL OF VERNACULAR ARCHITECTURE IN THE SEMIARID REGION OF PARELHAS-RN

Authors

  • Ilany Kyusca da Silva Azevedo
  • Lizia Agra Villarim

DOI:

https://doi.org/10.51891/rease.v11i12.22838

Keywords:

Vernacular Architecture. Semiarid. Territorial Identity.

Abstract

This article aimed to analyze how the synergy between culture and architecture can contribute to the revival of vernacular practices in the semiarid region of Parelhas-RN, highlighting their relevance to territorial identity preservation. The methodology employed was qualitative, including bibliographic research, photographic documentation, direct observation, and preliminary mapping of traditional buildings. The results showed the presence of constructive techniques such as rammed earth, stone masonry, handmade ceramic tiles, thick walls, and passive environmental comfort strategies still preserved in the region, although accompanied by increasing loss of authenticity due to standardized typologies and industrialized materials. The analysis also identified hybrid structures that merge traditional knowledge with contemporary adaptations, evidencing tensions between cultural continuity and urban modernization. In conclusion, the study demonstrated that rescuing vernacular architecture is essential for strengthening local identity, promoting territorial sustainability, and developing architectural proposals suited to the semiarid climate, while emphasizing the need for public policies that support preservation and continuity of regional constructive knowledge.

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Author Biographies

Ilany Kyusca da Silva Azevedo

Bacharel em Arquitetura e Urbanismo, Pós-Graduanda em Arquitetura e Patrimônio.

Lizia Agra Villarim

Orientadora: Profa. Dra.

Published

2025-12-03

How to Cite

Azevedo, I. K. da S., & Villarim, L. A. (2025). CULTURAL AND ARCHITECTURAL SYNERGY: A PROPOSAL FOR THE REVIVAL OF VERNACULAR ARCHITECTURE IN THE SEMIARID REGION OF PARELHAS-RN. Revista Ibero-Americana De Humanidades, Ciências E Educação, 11(12), 685–699. https://doi.org/10.51891/rease.v11i12.22838