A dissertação apresenta contribuições dos encontros pedagógicos (Experiências Formativas) para a formação de educadores e educadoras. Trata-se de uma pesquisa qualitativa que teve como fonte empírica registros escritos. A análise desse material e a construção do texto articulam o estudo em três constantes pedagógicas. A primeira reflete a questão da memória ritual na coordenação pedagógica, enfatizando o movimento, o ir e vir como ingrediente constitutivo da práxis; e o entorno contextual como parte do processo formativo e constitutivo desse fazer. A segunda apresenta a reflexão como caminho para a (re)construção do conhecimento, constituindo-se a partir de dois aspectos: instrução e formação. O primeiro aspecto aponta para a reflexão de conceitos científicos equivocadamente empregados; o segundo destaca a reflexão sobre a prática como descoberta de si mesmo e com o outro em que os conceitos de aprendizagem se fazem em diferentes experiências no (re)fazer contínuo. A terceira constante da Experiência Formativa mostra quatro pilares metodológicos que se agregam ao Círculo de Saberes como elemento de contabilização do saber ausente. Nesse aspecto, o ser, o fazer, o conhecer e o conviver recebem um enfoque especial; e o coordenador pedagógico é responsável por espiar a necessidade de manter desperto os valores centrais dos saberes, para formar e formar-se, coletivamente; para partilhar o encantamento da cooperação, da mutualidade e da alegria de estar e aprender junto. A última constante pedagógica, ou seja, o último capítulo, apresenta dois aspectos relevantes do estudo: a espiritualidade da gestão como viés ético-político da coordenação. O primeiro aspecto revela, na função do coordenador, a exigência de recusar o pragmático, acolher o paradigmático. O segundo, uma contribuição para construir um novo conceito, possível para se ser e educar de outra forma, mais humana, por meio da gestão político-pedagógica. / This dissertation presents contributions of pedagogical meetings (Formative Experiences) for the training of educators. It is a qualitative research which had written records as empirical source. The analysis of this material and the elaboration of the text articulate the study in three pedagogical constants. The first constant reflects the question of ritual memory in pedagogical coordination, emphasizing the movement, the coming and going as a constitutive element of praxis; and the contextual environment as a part of the formative process as well as a part of praxis. The second constant presents the reflection as a path to the (re)construction of knowledge, built from two aspects: education and training. The first aspect points to the reflection of scientific concepts mistakenly used; the second aspect highlights the reflection on praxis as the discovery of themselves, where the concepts of learning build different ongoing experiences. The third constant of the Formative Experience shows four methodological pillars that integrate the Circle of Knowledge as elements of accounting of missing knowledge. In this way, being, doing, knowing and livingtogether receive an special emphasis; and the pedagogical coordinator is responsible for spying the need of keeping awake the core values of knowledge, in order to educate and train themselves, collectively; in order to share the enchantment of cooperation, mutuality and joy of learning and living together. This last pedagogical constant, that is, the last chapter, presents two aspects of study: the management of spirituality as an ethical-political perspective of coordination. The first aspect reveals the need of rejecting the pragmatic and the need of accepting the paradigmatic in the coordinator task. The second aspect is a contribution for the construction of a new concept, possible to be taught, in order to build a more humane way of teaching through the political-pedagogical management.

Relations are central in education and educational research. This thesis is an exploration of how generational relations are represented in an American film called Mud from 2012. In Mud, we are presented with the portrayal of the young and coming-of-age boy Ellis and his encounters with the mysterious title character. Despite the absence of formal education, the film deals with a young person’s formation and existential questions such as love and loss. Struggling with his parents’ upcoming separation, Ellis seeks refuge on an island together with a friend and meets a stranger (Mud). The young boy eventually views the man as a guide. For Herman Nohl (1933), the experience of being in relation to a guide is pivotal for one’s formation and the pedagogical relation rests upon this very experience. Hence, the aim is to shed light on the pedagogical relation and how the younger and older generations are seen to relate to each other (through the example of film). Put differently, the focus is to show how the characters in the film make use of different pedagogical postures and incline in relation to one another as well as to ‘the world’ in which they find themselves. I will argue that these bodily movements take place in various pedagogical spaces - open yet secluded ‘islands’. In highlighting how the film represents pedagogical relations, the thesis seeks to lay bare some of the ambiguities of the term. It is through problematising the idea of pedagogical relations that the thesis contributes to the field of educational theory. The thesis is divided into five main parts. In the first part I discuss the relevance of investigating the film Mud itself. The second part gives attention to the medium of film and how it can be understood. The three concepts of (pedagogical) relations, inclinations and the world are presented in the third part of the thesis. In analysing the film, I start by studying the initial scenes of the film where the younger generation is seen to relate to the older generation and the surrounding world. As the younger generation in the film travels along a river, I similarly go where the text takes me. The thesis ends with a concluding discussion and a summary.

El proyecto de tesis presentado consiste en el diseño de un colegio público situado en el distrito limeño de San Juan de Miraflores, en el cual se busca estudiar el espacio pedagógico e identificar de qué manera las cualidades arquitectónicas y composiciones espaciales influencian en el aprendizaje del alumno. Asimismo, se busca analizar cómo el enfatizar el ámbito deportivo de un colegio puede beneficiar distintos aspectos del mismo y de qué modo se puede integrar el proyecto a la comunidad. En este sentido, se toma como referencia otros proyectos en los que, el emplear, por ejemplo, los métodos Montessori o Reggio Emilia, implica una configuración espacial particular y una relación con el entorno natural diseñada para el alumno. Para ello, se busca desplegar un ámbito lúdico-experimental en ambientes educativos constituidos en espacios “experimentales”, cuya versatilidad espacial, proximidad a la naturaleza y, por tanto, interacción con el exterior, faciliten que el alumno experimente y aprenda más independiente y creativamente. Por otro lado, para imponer espacios deportivos que beneficien directamente al colegio, el ámbito deportivo pretende manifestarse en una arquitectura representativa e infraestructura de dicha índole, las cuales, además de posibilitar la realización de distintos deportes y actividades, establezcan espacios donde se generen actividades pedagógicas. Por último, para lograr integrar el proyecto a la comunidad, se busca extender, selectivamente, el uso de espacios comunes o deportivos hacia los usuarios ajenos al proyecto sin perjudicar su funcionamiento. / The presented thesis project consists in the design of a public school located in the district of San Juan de Miraflores, in Lima, which seeks to study the pedagogical space and identify how architectural qualities and spatial compositions can influence in the learning of the student. Furthermore, the aim is to analyze in which way emphasizing sports environment of a school can benefit different aspects of it and how the project can be integrated into the community. In this sense, other projects are taken as reference in which, the engaging of, for example, the Montessori or Reggio Emilia methods, implie a particular spatial configuration and interconnection with the natural environment designed for the student. In order to achieve this, the intend is to deploy ludic-experimental aspects in educational environments composed in "experimental" spaces, in which the spatial versatility, the proximity to nature and, therefore, the interaction with the outside, encourages the student to experiment and learn more independently and creatively. On the other hand, as a means to impose sports facilities that directly benefit the school, the sport component aims to manifest itself as a representative architecture and infrastructure of this kind, which, in addition to enable the realization of different sports and activities, it establishes spaces where pedagogical activities are developed. Finally, in order to integrate the project into the community, it is sought to broaden, selectively, the use of common and/or sport areas towards potential users outside the project without altering its operation. / Tesis