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| Author(s): |
Sandra Leonora Alvares
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Faculdade de Engenharia Civil, Arquitetura e Urbanismo |
| Defense date: | 2016-08-25 |
| Examining board members: |
Doris Catharine Cornelie Knatz Kowaltowski;
Francisco Borges Filho;
Cibele Haddad Taralli;
Marcus Levy Albino Bencostta;
Hartmut Gunther
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| Advisor: | Doris Catharine Cornelie Knatz Kowaltowski |
| Abstract | |
In this research, three distinct themes have been investigated: school architecture, teaching methods and environmental psychology. The purpose of the study was to collect and sort out information that should guide the design of more appropriate learning environments for the activities that they will house and that facilitate the appropriation of the space by their users. Researches highlight not only the importance that the learning environment has for education, but also how quality school physical spaces positively affect the education of children and adolescents. Scholars conceive that the learning environment can be considered as the Third Teacher - First, the Teacher; Second, the Learning material; and Third, the Physical space. Such learning environment should have some qualities which make the learning environment capable of promoting pleasant relationships among people, providing changes, promoting choices and activities, as well as encouraging different social, affective and cognitive learning experiences. It is also known that the important information is dispersed in the literature, which makes it difficult to pinpoint the information so that it may be incorporated into the development of the project. The designer aims for both subjective and technical knowledge about the different pedagogies and environmental psychology, with the intention of designing safe, welcoming and humane spaces to support teaching and learning. The main objective of this research was to identify and organize information that should guide the school architecture design project of elementary level schools, relating human behavior to built environment, as well as to pedagogical theories. The following theories were part of the bibliographical research: the traditional, behavioral and cognitive education, learning communities and the Montesori, Waldorf, Reggio Emilia pedagogies. This research has been carried out according to the following steps. Firstly, a literature research was conducted, adopting a systematic review of the literature about the three topics into focus: learning environments, pedagogical theories and environmental psychology. Secondly, the information was sorted and ordered with the support of the conceptual framework "Problem Seeking". Thirdly, a database (DB) has been created by using the Microsoft ACCESS program. Finally, a website called Arquiteturas & Pedagogias (Architectures & pedagogies) was created with the special purpose of housing the DB. Both the website and the DB were presented to designers, educators, students and parents in order to collect, by means of a survey, opinions about their usefulness, content and applicability to the school architecture design process. The DB was considered an important tool for the support of the design process. The DB¿s content organized, in a clear and accessible way, issues related to pedagogical theories and environmental psychology, provide the understanding of the how they can be translated into design solutions for school architecture. In this fashion, we consider that this research has contributed to the improvement of the elementary education in the country by means of quality learning environments (AU) | |
| FAPESP's process: | 13/03580-8 - Programming School Architecture: relating knowledge on pedagogical needs and human behavior to the learning environment |
| Grantee: | Sandra Leonora Alvares |
| Support Opportunities: | Scholarships in Brazil - Doctorate |