CONFIGURAÇÃO DO AMBIENTE FÍSICO ESCOLAR E PRÁTICA PEDAGÓGICA

PERCEPÇÃO DE PROFESSORES DE UMA ESCOLA PADRÃO

Abstract

The school space models the didactic-pedagogical activities that take place daily. Investigating how the physical configuration supports the teaching method is essential, considering that the quality of teachinglearning also depends on adequate spaces, form and equipment. This article aims to analyze the perception of management and teachers of a public school regarding functional aspects, in order to understand how physical environments meet the needs of pedagogical practice and curriculum. From the analysis centered on the teacher and the environment, a public school in Rio Grande do Sul, built according to the standard project Espaço Educativo 12 Salas, was investigated. The methodology consisted of the application of questionnaires with teachers and interviews with the principal, investigating the perception of aspects of environmental comfort, usability and pedagogical needs. In addition, an analysis of the environment was carried out through an on-site visit and technical observations that enabled a spatial reading. The results demonstrated the perception of thermal discomfort, the presence of noise, in addition to the need for some technological resources, specific spaces, or furniture. The conclusions provided more up-to-date data on the conditions of this typology of standard school and the relationship between physical space and pedagogical practice, which could be useful in the design of future architectural projects. In addition, the article confirms the importance of teacher’s participation in the design of the school architectural project, in order to meet psychological concerns and identity with the place, which varies according to each local context.