O espaço de sala de aula. Entre a resiliência e a inovação

Abstract

The present work has as motivation the understanding of the space that ensures the nuclear condition of the pedagogical activity, asserting itself as the base cell of the school's spatial organization, the classroom. The spatial morphology of the classroom has accompanied teaching, influencing the arrangement of students, teachers, furniture, equipment, and of course, pedagogy. Since classes take place in classrooms with standardized or similar dimensions, a stereotype has been drawn that portrays a delimited, rectangular space, equipped with unidirectionally oriented furniture, where the teacher's protagonism is emphasized. However, in a society in constant transformation, and with new pedagogical ideals, it is essential that innovation is also reflected in the architecture and use of the classroom. In the recent intervention of rehabilitation carried out by Parque Escolar, innovative solutions were proposed, in order to make some specific spaces, covering the school, more flexible and adaptable. In this way, on the basis of the interventions carried out by the Program, is proposed an analysis of the classroom space, namely whether its morphology and organization have been modified and whether the incorporation of multiple technological systems were enough to verify an effective alteration of its essence towards innovation. Thus, it will be important to analyze and document what changes have been introduced in the classroom and discuss the dialectics between the space and the current technological context, reflecting the challenges related to the dialogue between the physical space of the classroom, the pedagogies and the digital interfaces, and contributing to consolidate the insertion of digital technologies in the classroom.