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| Author(s): |
Larissa Negris de Souza
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Faculdade de Engenharia Civil, Arquitetura e Urbanismo |
| Defense date: | 2018-01-17 |
| Examining board members: |
Doris Catharine Cornelie Knatz Kowaltowski;
Vanessa Gomes da Silva;
Sheila Walbe Ornstein
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| Advisor: | Doris Catharine Cornelie Knatz Kowaltowski |
| Abstract | |
Education and its infrastructure are part of one essential system for a country¿s social and economic development. School buildings should be places that stimulate teaching and learning activities, respecting with pupils¿ diversity and individual characters and contributing to collective creativity and the exchange of knowledge between students and teachers. To understand what constitutes such spaces and how they are used on a daily-basis is important to understand how the physical school environment influences teaching and learning activities. The main goal of this study is to develop insights on quality school architecture. Physical elements of these buildings are evaluated, as design patterns and their influence on the activities is measured, as learning modalities. Also the interaction between users (students/students and students/teachers) and between them and the educational spaces is analyzed to assess place appropriation. Case studies are presented. "Ensino Fundamental II" schools with different architectural conformations, in the state of São Paulo are the study objects. The research has an exploratory/descriptive approach, with qualitative (observations) and quantitative (graph analysis) results. The concept of Behavior Settings (Barker) will be used as an observation and mapping method. The design patterns of Nair, Fielding and Lackney were applied to document spatial architectural aspects. The occurrences of the learning modalities of Lippman are considered essential to support a quality education and these are identified. The results were structured through individual (per school and per concept) and comparative (between schools and concepts) analyses. A panorama of the diverse and important educational environments was created to contribute to the debate on tendencies in school architecture. Data analysis discusses and demonstrates the impact of school architecture (design patterns) on activities found in schools (learning modalities), especially in terms of their diversity. Contributions are seen as advancing the comprehension of architectural vocabulary for school building designs, by developing definitions and concepts for design patterns and learning modalities. Priority is given to their graphic descriptions. Tools were created to assist the observations of these concepts. Future research can deepen the analysis on user perception on the relation between architecture and learning activities, seeking to understand the way students and teachers use school environments, and how its physical configuration has specific impacts (AU) | |
| FAPESP's process: | 16/11479-3 - Architecture of schools, design patterns and learning modalities |
| Grantee: | Larissa Negris de Souza |
| Support Opportunities: | Scholarships in Brazil - Master |