This research addresses the relationship between architectural designteaching methods and advances in digital technologies, highlighting the transitionfrom analog to digital design, as well as forms of complementarity between theseapproaches, emphasizing the importance of preparing students for suchtransformations. It seeks to investigate an approach to teaching design thatreinforces this complementarity and that gives fluidity to design practice. Itproposes reflections on how architecture schools can prepare for the digitalparadigm. To this end, it starts from the concept of the dialogism of doing andthinking for the creation of an emancipated knowledge present in approaches toreflective practice in the context of architectural design. It then seeks to draw aparallel between analog and digital design as complementary forms of work. It usesthe concepts of reflective practical teaching in the works of Donald Schön and PauloFreire to demonstrate how the practical work approach to architectural designbecomes a powerful tool for the assimilation of knowledge and the construction ofa critical consciousness and, by extension, of an emancipated knowledge. It alsoincorporates Richard Sennett s concepts on artisanal engagement and JuhaniPallasmaa s on embodied knowledge as elements to highlight how reflection basedon artisanal work in the ideation, design and execution phases can promote greaterstudent engagement. Finally, it uses the theoretical framework constructed by RivkaOxman, together with other authors, to outline an overview of the state of the art ofdigital architectural design, in the field of computational design through the conceptof design based on materials and fabrication.