Design e arquitetura educacional: dissintonias entre ideais pedagógicos e o espaço construído

Abstract

In public educational architecture, there are differences between institutional pedagogical policies and some school buildings that are built to meet the educational programs resulting from such policies. In some cases, the gap between some educational environments and the pedagogical orientation that inspired them is perceptible. The objective of this doctoral thesis is to identify the origins and probable causes for this mismatch. After a brief history of architecture and its convergence with Design in the 1st Industrial Revolution, it is verified, through bibliographical references, the evolution of educational spaces and their importance in the social context over time, from the first civilizations to a more detailed in republican Brazil, a time when education became a concern of the State. A systematic literature review is used to identify the main periods of expansion of the school network, the relationship of the increase in the number of public schools with important milestones in the country's economic history and in which scenarios the architectural solutions supported the pedagogical orientation with greater or lesser efficiency. The dissemination of prototype projects (stock plans) is identified as one of the main sources of the discrepancies between the expectations of the school community and the buildings that are delivered, as well as the process of educational duality (education differentiated according to social class) that, together with cultural and economic reasons, plus the reproduction of uncritical traditions, cause the precariousness of educational facilities and their inadequacy to meet the needs or pedagogical ideals of most public educational institutions. The research, through document review, deconstructs the prototype project paradigm by contesting the main claims of its defenders and the practical application of methods aimed at improving the users experience of the learning environment in a real architectural project of an educational building. The study also identifies, by the method of unsystematic observation, the good practices in the construction of educational spaces cited as relevant for the success of some pedagogical currents recognized as references in education. In conclusion, it is recommended a greater integration of educational architecture with the field of design and the use of new technologies to, through this thematic alignment and synergy, provide a virtuous combination of design processes and methods from the preliminary studies elaboration to the stages of implantation of school buildings more aligned with the needs and pedagogical programs, not to mention the fulfilling the social function expected from public education institutions.