Design e arquitetura escolares : currículo oculto
Type
article
Creator
Publisher
Identifier
PAIVA, B. (2015) - Design e arquitetura escolares : currículo oculto. Convergências : Revista de Investigação e Ensino das Artes. ISSN 1646 - 9054. Vol. VIII, nº 15.
1646 - 9054
Title
Design e arquitetura escolares : currículo oculto
Subject
Design
Arquitetura
Escola
Currículo oculto
Arquitetura
Escola
Currículo oculto
Date
2018-09-26T11:30:02Z
2018-09-26T11:30:02Z
2015
2018-09-26T11:30:02Z
2015
Description
A educação, enquanto conceito e condição fundamentais à
transformação do homem nas suas múlplas dimensões, encontra nos
seus recursos e contextos de referência um universo potencial que,
projetando a escola para além da sua vocação meramente
academizante, a legitima enquanto entidade promotora de uma
pedagogia cultural. O design e a arquitetura, enquanto áreas
concomitantes da própria realidade escolar, vêm afirmando novas formas
de expressão estética e funcional e inaugurando novas perspetivas
didáticas decorrentes da fusão entre utilizador, contexto e objeto -
aspetos essenciais à redefinição do gosto e ao dever de parcipação cívica
do indivíduo no quadro da (re)invenção e humanização dos espaços e
objetos de usufruição comuns. No pressuposto das ideias expressas, vimos
situar factos e refletir sobre a possibilidade da escola se declarar como
centro de conhecimento, cultura e lazer com preocupações ecológicas,
estéticas e cívicas, e na qual o design e a arquitetura se afirmem como
currículo oculto – participando assim nesse desígnio integrador de
ensinar, educar e formar.
ABSTRACT: Education, as a fundamental concept and state for the transformation of man in its multiple dimensions, finds a potential universe in its resources and contexts of reference that, projecting the school besides its role merely academic, legimate the education as a promoter entity of a cultural pedagogy. Design and architecture, as concomitant areas of school reality, have been asserting new ways of aesthetic and functional expression and opening new didactic insights resulting from the fusion between operator, context, and object - main features to the preference redefinition and to the duty of civic participation in a framework of spaces and objects´ (re)invention and humanization commonly used. On the assumption of the views expressed, we come to establish facts and reflect on the possibility of school to affirm itself as a center of knowledge, culture, and leisure with ecological, aesthetic, and civic concerns, in which design and architecture have established themselves as an unknown curriculum – and thereby they have participated in this integrate purpose of teaching and educating.
info:eu-repo/semantics/publishedVersion
ABSTRACT: Education, as a fundamental concept and state for the transformation of man in its multiple dimensions, finds a potential universe in its resources and contexts of reference that, projecting the school besides its role merely academic, legimate the education as a promoter entity of a cultural pedagogy. Design and architecture, as concomitant areas of school reality, have been asserting new ways of aesthetic and functional expression and opening new didactic insights resulting from the fusion between operator, context, and object - main features to the preference redefinition and to the duty of civic participation in a framework of spaces and objects´ (re)invention and humanization commonly used. On the assumption of the views expressed, we come to establish facts and reflect on the possibility of school to affirm itself as a center of knowledge, culture, and leisure with ecological, aesthetic, and civic concerns, in which design and architecture have established themselves as an unknown curriculum – and thereby they have participated in this integrate purpose of teaching and educating.
info:eu-repo/semantics/publishedVersion
Access restrictions
openAccess
http://creativecommons.org/licenses/by/4.0/
http://creativecommons.org/licenses/by/4.0/
Language
por
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