As paredes da escola: uma forma silenciosa de ensino: um estudo sobre os conceitos dos prédios escolares

Abstract

This dissertation, of bibliographical nature, sought to understand the relationships between architecture and education, having as the main object of its investigation the identification of the concepts of the contemporary school buildings, taking into consideration the perspective of Edgar Morin´s complex thought. It tried as well to systematize information and thus to present, as a contribution to the educators, questions and references for a debate. The physical resources of school installations transmit messages which are sometimes stronger and more powerful than the contents presented by the teachers or by the didactic materials. His belonging to the space of the school and his environment are fundamental in the constitution of the human being. The articulation between architecture and education presents various dimensions which can be woven together, since they are both, and in an isolated way, too, pluridimensional. The school building is located in a street that is related to its district, which, on its part, belongs to the city. The classroom, where the process of apprenticeship and the teacher-pupil relationship take place, is inserted in the school building with its specificities of environmental comfort, constituted by natural or artificial light, by acoustics, by thermal sensation, by the ergonomics of the furniture, by the colour scheme and by the spatial dimensioning. In this sense, there is a complexity where inner space, environment and contexts are interwoven.