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Architecture of schools, design patterns and learning modalities

Grant number: 16/11479-3
Support Opportunities:Scholarships in Brazil - Master
Effective date (Start): October 01, 2016
Effective date (End): January 31, 2018
Field of knowledge:Applied Social Sciences - Architecture and Town Planning - Architecture and Urbanism Project
Principal Investigator:Doris Catharine Cornelie Knatz Kowaltowski
Grantee:Larissa Negris de Souza
Host Institution: Faculdade de Engenharia Civil, Arquitetura e Urbanismo (FEC). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
Associated scholarship(s):16/21514-0 - Architetural innovation and tendencies in education, BE.EP.MS


Education and its infrastructure are part of one essential system for a country's social and economic development. School buildings should be places that stimulate teaching and learning activities, contributing with diversity to individual and collective creativity and the exchange of knowledge. To comprehend how such spaces can be provided and how they are used on a daily-basis is important to understand how the physical school environment influences teaching and learning activities. The main goal of this study is to analyze the interaction between users (students/students and students/teachers) and between them and the educational spaces. School architecture acts on the typical educational activities being developed, and understanding this relationship is the aim of this research proposal. Middle schools, of the type called "Ensino Fundamental II", located in the state of São Paulo - Brazil, will be selected for the sample. Diverse architectural configurations (conventional and flexible or open plan designs) will be chosen for four case studies. The research has an exploratory/descriptive approach, with quantitative (questionnaires) and qualitative (observations and questionnaires) data analysis. The concept of "Behavior Settings" (Barker) will be used as an observation and mapping method. The design "patterns" of Nair, Fielding and Lackney will be applied to register spatial architectural aspects. The occurrences of the "learning modalities" of Lippman are considered essential to support a quality education and these will be identified. The results will be structured and graphically mapped. A panorama of the diverse educational environments will be created to contribute to the debates on tendencies in school architecture. Contributions are seen as advancing the architectural vocabulary for school building projects to support an increased diversity of learning modalities and to question the prevailing local design status quo. (AU)

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Scientific publications
(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)
LARISSA NEGRIS DE SOUZA; DORIS CATHARINE CORNELIE KNATZ KOWALTOWSKI; PAMELA WOOLNER. Parâmetros de projeto e métodos visuais APOs: estudo de duas escolas no Reino Unido. Ambient. constr., v. 20, n. 3, p. 199-223, . (16/11479-3)
DE SOUZA, LARISSA NEGRIS; KOWALTOWSKI, DORIS C. C. K.; WOOLNER, PAMELA; MOREIRA, DANIEL DE CARVALHO. School design patterns supporting learning through play. INTERNATIONAL JOURNAL OF PLAY, v. 9, n. 2, p. 28-pg., . (16/21514-0, 16/11479-3)
Academic Publications
(References retrieved automatically from State of São Paulo Research Institutions)
SOUZA, Larissa Negris de. School architecture, design patterns and learning modalities. 2018. Master's Dissertation - Universidade Estadual de Campinas (UNICAMP). Faculdade de Engenharia Civil, Arquitetura e Urbanismo Campinas, SP.

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