Currículo e arquitetura escolar: concepções de professoras e equipe gestora do Colégio Nossa Senhora das Neves-Natal-RN
The present study aims to investigate the conceptions of teachers and management team of the Colégio Nossa Senhora das Neves - Natal / RN about curriculum, school architecture and possible relationships established between these components. To develop the study, we rely on the theoretical contributi...
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| Formato: | Dissertação |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/14530 |
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| Resumo: | The present study aims to investigate the conceptions of teachers and management team
of the Colégio Nossa Senhora das Neves - Natal / RN about curriculum, school
architecture and possible relationships established between these components. To
develop the study, we rely on the theoretical contributions of Viñao Frago (2001),
Escolano (2001); Benconstta (2005), among others, about the architecture school, and
with regard to curriculum, ancoramo us in theoretical reflections Silva (2000, 2006,
2008). We assume that the school place is a social construct and as such, reflects the
interests of certain groups, to organize, establish ways to condition their unctions and
uses. In this space, people's lives is planned, both those who work there, as those who
study there. Thus, the architecture school promotes, through representations, signs,
symbols and shapes, certain charges that impact the ways of being and acting subjects
by establishing appropriation and expropriation of rights and legitimate forms of
inclusion and exclusion. Thus, it is an expression of power. A power that is expressed in
the form of lead the way people should behave in a certain space. Clarity on these
aspects of the architecture school is important, since in the same way that the opinion of
several experts is important to discuss the adequacy of school architecture
(environmentalists, architects, engineers, planners), the / the teacher / and the / as
managers / must also meet the educational nature of the architecture school, so as to
present its share of contribution in order to make the post-school conducive to learning
multiple. From this perspective, we analyze the concepts of four teachers and eight
individuals who are part of the management team of the CNSN, whose views were
seized through participant observation, semi-structured interviews and documentary
analysis. The construction of the data indicated levels of conceptual curriculum varied,
ranging from those rooted in traditional theories of curriculum as those regarding the
curriculum tied to discursive and contextual aspects. The conceptions of architecture
school, predominantly focused on the aspects of the architecture school materials and
most established subject, differently, relations between curriculum and school
architecture |
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