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Previous issue date: 2012-03-30 / The present study aims to investigate the conceptions of teachers and management team
of the Col?gio 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 Vi?ao 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 / O presente trabalho objetiva investigar as concep??es de professores e equipe de
gestores do Col?gio Nossa Senhora das Neves - Natal/RN sobre curr?culo, arquitetura
escolar e as poss?veis rela??es que estabelecem entre esses componentes. Para
desenvolvermos o estudo, baseamo-nos nas contribui??es te?ricas de Vin?o Frago
(2001), Escolano (2001); Benconstta (2005), entre outros, sobre a arquitetura escolar; e
no que concerne ao curr?culo, ancoramo-nos nas reflex?es te?ricas de Silva (2000,
2006, 2008,). Partimos do pressuposto de que o lugar escolar ? uma constru??o social e,
como tal, traduz interesses de determinados grupos que, ao organiz?-lo, instituem
formas de condicionar suas fun??es e usos. Nesse espa?o, a vida das pessoas ?
planejada, tanto a dos que l? trabalham, como a dos que l? estudam. Assim, a
arquitetura escolar promove, atrav?s de representa??es, signos, s?mbolos e contornos,
certas imposi??es que impactam nos modos de ser e agir dos sujeitos, ao instituir
apropria??es e expropria??es de direitos, bem como legitimar formas de inclus?o e
exclus?o. Desse modo, ela ? express?o de poder. Um poder que se expressa na forma de
conduzir o modo como ?s pessoas devem se portar num determinado espa?o. Ter
clareza sobre esses aspectos da arquitetura escolar ? relevante, pois do mesmo modo que
a opini?o de diversos especialistas ? importante para discutir a adequa??o da arquitetura
escolar (ambientalistas, arquitetos, engenheiros, urbanistas), os/as professor/as e os/as
gestores/as precisam tamb?m conhecer a natureza educativa da arquitetura escolar, para
assim apresentarem sua parcela de contribui??o, a fim de tornar o lugar-escolar prop?cio
ao desenvolvimento de m?ltiplas aprendizagens. Nessa perspectiva, analisamos as
concep??es de quatro professoras e oito sujeitos que fazem parte da equipe gestora do
CNSN, cujas concep??es foram apreendidas atrav?s de observa??es participantes,
entrevistas semiestruturadas e an?lise documental. A constru??o dos dados indicou
n?veis conceptuais de curr?culo variados, oscilando desde aquelas arraigadas nas teorias
tradicionais de curr?culo como as que consideram o curr?culo atrelado a seus aspectos
discursivos e contextuais. As concep??es de arquitetura escolar, predominantemente,
incidiram para os aspectos materiais da arquitetura escolar e a maioria dos sujeitos
estabeleceu, de forma diferenciada, rela??es entre curr?culo e arquitetura escolar
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14530 |
| Date | 30 March 2012 |
| Creators | Oliveira, Karina de |
| Contributors | CPF:40660796449, http://lattes.cnpq.br/8594420871529170, Nascimento, Jos? Mateus do, CPF:00069278407, http://lattes.cnpq.br/9176401714554967, Fagundes, Jos? Evangelista, CPF:28293967404, http://lattes.cnpq.br/0324787585868429, Soares J?nior, Francisco Cl?udio |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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