This article discusses the design of data collection instruments that include the opinions of blind students, in accordance with the principles of Universal Design UD. The aim of this study is to understand the importance of adapting data collection instruments for the inclusion of disabled persons in field research in Architecture and Design, among other fields. The data collection instruments developed were a play interview with a tactile map and a 3D survey with the use of tactile models. These instruments sought to assess the school environment experienced by blind students. The study involved students from the early years of a school for the blind who had not yet mastered the Braille system. The participation of these students was evaluated.
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An examination of the various aspects of school buildings design and their relationship with educational theories and teaching methodologies, the book also explores the influence environmental comfort has on learning. School Building Architecture explains the different methods for project evaluation and the most important patterns and elements to be considered when designing school buildings. The author also addresses current concepts and trends in school buildings architecture and their application on new projects and as a way to improve existing ones.
She is currently professor at University of Campinas. Author's CV in portuguese. Education: pedagogy and the teaching and learning process 1.
School architecture and its design process 6. Education carries within itself such importance that it reaches far beyond its pedagogic reach and the formation of people as individuals. It is an object of study and intervention for all areas of knowledge.
As the basis and foundation of society, it is also a motto for architects who materialize environments for their further development. Decades of studies, research, and proposals for Brazilian and international school architecture published have meant significant advances in knowledge and application of technical and qualitative parameters. Such parameters are suitable for the implementation of better school environments in accordance with educational goals; even though, criticism and questions about the proposed spaces are still a reality.
The problem is undoubtedly complex, and its origin may be institutional, as a part of public policies and in the technical and professional spectrum of each agent in each area of science here involved. In this book, teacher and researcher Doris Kowaltowski gathers current input and valuable information for the design of school architecture, synthesizing years of restless search for the core values that support and praise school environments, showing particular appreciation for education.
As a researcher on virtuous processes and methodologies of architectural environments design and evaluation, Professor Doris has taken on the theme schools as the school community itself has raised questions about the role of institutional buildings and the media has disseminated the unsatisfactory academic performance standards in Brazil in recent decades, particularly in elementary school. It can also be noted that this type of architecture is still being assigned values with different concepts among architects and educators, students and the community, especially in environment components and school architecture which indicate a lack of consensus among the parts involved with this subject.
Such fact questions the quality of Brazilian education in all its aspects, whether they are intangible, whether they are material, as with architecture. This demonstrates that this fact has multidisciplinary roots, and it requires the attention of all sectors in society. Professor Doris raises public education to the status of a national priority, thus requiring a careful, sensitive and yet technical and precise effort from areas involved in its formation and development: its social and cultural relevance is pivotal to building a more egalitarian society and to form true individual citizens.
From the standpoint of the school, good architecture expressed by the perceptual aspects of buildings - conceptual, forms, aesthetic - is recognized through its representation and influence in the school surroundings and in its distinction by the community. Care actions with the historical heritage and institutions represent manifestations of respect and belonging expressed through the school community.
The architectural condition here is pointed out and differentiated by society. However, are these attributes enough to ensure real ownership of such space, and to create favorable conditions for learning experiences and interpersonal relationships?
In this book, Doris Kowaltowski shares the view that the relationship between pedagogy and architecture is fundamental and goes beyond the visible aspects of perception. Other parameters, supported by life experience, are also essential in those environments, such as functionality, usability, pedagogy identities - in theory and practice - culture, environmental comfort, equipment, furniture and construction features, deployment, and facilities infrastructure.
Together they collaborate to confer the distinction and recognition of places for those who use them and, above all, the appropriation of those places by the school community. Thus, she gathers and revisits studies that have been already undertaken and have led to complete and very detailed programs focused on architectural needs related to functionality and spaciousness.
That seem to correspond to situations where the minimum space standards are met, still it is insufficient to ensure quality environments committed to improving public education. The author points us to other values and attributes that can, and must be added up in the formulation and development of projects, understanding those values and attributes as mediators among content, pedagogy and subjects and pointing out directions and safe paths for the design of a good quality school architecture.
It is up to the architect to understand the complexity of content, pedagogy and, social actions and play the role of an interpreter to design educational environments sensitive to social and educational demands with necessary merits to qualify them, as well as the school as an institution and as an architectural work of art. The education landscape in this book selects representative works examples worldwide. Such works share the view that the quality of school performance is also influenced by the building and its facilities, as well as its relations with the place and territory surrounding it.
The author stresses the importance of the dialogue between architecture and education through generous and detailed views on approaching values and attributes to the school environment, considering the processes and design methodologies as a fundamental procedure for a leap forward in architecture and school performance.
For me, it is an opportunity to present this book and a privilege to introduce the synthesis of generous basic researches led and undertaken by Doris Kowaltowski in the field of architecture and quality school environments. Undoubtedly, the content herein will contribute to the excellence of architectural projects and the Brazilian education. Information in English. Login Senha Lembrar-me Crie sua conta aqui. Acesse a loja on-line! Acesse a loja on-line. Home Rights. School Building Architecture Doris C.
The school environment and its quality components 2. Performance and comfort of the school environment 4.
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Doris Catharine Cornelie Knatz Kowaltowski
Doris Kowaltowski is an architect. She graduated with honors from the University of Melbourne in Australia. She was for four years the Coordinator of the Architecture Course and for three years the associate director of the School. She has developed several research projects in the areas of: building design and environmental comfort, humanization of architecture, design methods, CAD and its influence on the creative process as well as design assistance for social interest.