La universidad en el territorio: una experiencia de inmersión social en arquitectura en la Universidad Iberoamericana Ciudad de México

Abstract

This article reports on a pedagogical experience carried out as part of the University Social Action and Formation Pathway (FASU) at Universidad Iberoamericana Mexico City, within the Projects III course of the Architecture program. The project integrates participatory action research (PAR) with the principles of Ignatian pedagogy to foster situated, critical, and transformative learning. In collaboration with the organization CIAS por la Paz and La Malinche community, students engaged in participatory diagnostics, social mapping, and collaborative workshops aimed at rebuilding the social fabric and defending the territory. The process enabled an understanding of architecture as an ethical and political practice oriented toward the common good. The results reveal a threefold impact—educational, community, and institutional—by strengthening technical and social competencies, fostering connections with Jesuit social works, and advancing the university’s mission of justice and peace. This experience reaffirms the relevance of the FASU Pathway as a model that integrates knowledge, action, and social commitment in university education.