A relação entre a arquitetura escolar e o processo de ensino e aprendizagem: levantamento a partir dos bancos de dados da ANPED e da Capes entre 2005 a 2018

Abstract

This research aims to understand how the School Architecture theme, its object of study, has been considered within the History of Education area. The general objective of the research is to perceive within the highlighted time frame, the importance of the School Architecture theme within the studies of the History of Education field and how the theme relates the school physical spaces with the training of students and their learning. The specific objectives of this study seek to understand the contributions of research in the field of History of Education on the theme School Architecture, analyzing the methodologies used; periods of higher and lower academic production; which dimensions of the theme have been privileged and which conclusions it has established. The work methodology addressed in this study will be bibliographic research, with a qualitative approach. The research was carried out, initially, with the survey of academic works whose object of study privileged the theme School Architecture. Afterwards, studies were selected that intersected the theme with the Learning research category. The analysis of the works selected in the bibliographic research carried out in the research showed the historical and political character as a strong influence for the evolution of School Architecture and for the definition and determination of ideas and pedagogical trends. The research found demonstrated the educational factor that the materiality traits imprinted in the school environment. In addition to the teaching program, School Architecture determined a code of symbology, which surrounded behaviors and privileged others. The building, as a prominent place in the urban scene, was placed as a tool of power and segregation in the construction of the education systems, being of access and domain for few social strata and perpetuating itself in the collective memory as an intellectual and affective reference.