Arquitectura: uma linguagem curricular na Escola da Criança
Miniatura indisponível
Data
2010
Autores
Vieira, Analúcia de Morais
Título da revista
ISSN da revista
Título do Volume
Editora
Edições Universitárias Lusófonas
Resumo
Este texto é um recorte de minha pesquisa de doutorado que teve como questão central: qual o significado da arquitetura escolar na constituição do currículo da educação infantil para os arquitetos, para os professores e para as crianças? Nosso objetivo foi desvelar a relação entre arquitetura e currículo, tomando como hipótese que tanto a arquitetura quanto o currículo não são neutros e podem estimular ou inibir a prática pedagógica das professoras na escola infantil. Para a elucidação dessa questão, desenvolvemos uma pesquisa etnográfica, especificamente em uma escola da cidade de Uberlândia (MG - Brasil). Realizamos, ainda, entrevistas com a equipe multidisciplinar (arquitetos, diretores, professores) da escola e uma pesquisa de campo com registros de observações da aula (Diários de Bordo) das professoras envolvidas na pesquisa. Na análise dos dados as categorias que nos auxiliaram na compreensão da nossa temática foram: espaço facilitador, espaço inibidor, espaço como promoção social, espaço promotor de autonomia, espaço como contato social e de privacidade. Pode-se concluir que a escola tem sua arquitetura construída para a Educação Infantil, o que possibilita diferentes atividades curriculares e concepções de infância no seu cotidiano e que a parceria entre a comunidade escolar e o arquiteto envolvido na construção é importante, como oportunidade de aprendizagem mútua sobre a otimização das relações entre arquitetura e currículo.
This text is an outline of my doctorate research that had as a central question: What is the meaning of the school architecture in the construction of the curriculum of children education for the architects, the teachers, and the children? Our aim is to spell out the relationship between architecture and curriculum, having as a hypothesis that architecture as well as curriculum is not neutral, and can stimulate or inhibit the pedagogical practice of the teachers in the school. To elucidate this question, we conducted some ethnographic research specifically in one school in the city of Uberlândia (MG - Brazil). Also we performed interviews with the multidisciplinary team of the school – architects, directors, and teachers – and a field research with observation records – Logbook – of the classes of the teachers involved in the research. The categories that helped us understand our theme were: facilitating space, inhibiting space, social promotion space, autonomy promotion space, and social contact and privacy space. We can conclude that the school has its architecture built for children education, which makes available different curricular activities and conceptions of infancy in their routine. The partnership between school community and the architect involved in the building is important, as an opportunity of mutual learning about the optimization of the relationships between architecture and curriculum.
This text is an outline of my doctorate research that had as a central question: What is the meaning of the school architecture in the construction of the curriculum of children education for the architects, the teachers, and the children? Our aim is to spell out the relationship between architecture and curriculum, having as a hypothesis that architecture as well as curriculum is not neutral, and can stimulate or inhibit the pedagogical practice of the teachers in the school. To elucidate this question, we conducted some ethnographic research specifically in one school in the city of Uberlândia (MG - Brazil). Also we performed interviews with the multidisciplinary team of the school – architects, directors, and teachers – and a field research with observation records – Logbook – of the classes of the teachers involved in the research. The categories that helped us understand our theme were: facilitating space, inhibiting space, social promotion space, autonomy promotion space, and social contact and privacy space. We can conclude that the school has its architecture built for children education, which makes available different curricular activities and conceptions of infancy in their routine. The partnership between school community and the architect involved in the building is important, as an opportunity of mutual learning about the optimization of the relationships between architecture and curriculum.
Descrição
Revista Lusófona de Arquitectura e Educação
Palavras-chave
ARQUITETURA, EDUCAÇÃO INFANTIL, ARCHITECTURE, CHILD EDUCATION, CULTURA, CULTURE, ESCOLAS, SCHOOLS