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Architetural innovation and tendencies in education

Grant number: 16/21514-0
Support type:Scholarships abroad - Research Internship - Master's degree
Effective date (Start): February 01, 2017
Effective date (End): April 30, 2017
Field of knowledge:Applied Social Sciences - Architecture and Town Planning - Architecture and Urbanism Project
Principal researcher:Doris Catharine Cornelie Knatz Kowaltowski
Grantee:Larissa Negris de Souza
Supervisor abroad: Pamela Woolner
Home Institution: Faculdade de Engenharia Civil, Arquitetura e Urbanismo (FEC). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
Research place: Newcastle University, England  
Associated to the scholarship:16/11479-3 - Architecture of schools, design patterns and learning modalities, BP.MS

Abstract

Education and its infrastructure are part of one essential system for a country's social and economic development. Considering that architecture supports pedagogy, a school's expected goals and learning experiences are fundamental elements for the design of educational spaces, where architecture enhances the activities, playing a part in increasing learning productivity. The main goal of this study is to investigate the effectiveness of new school building design patterns and compare these to traditional schools in relation to desired learning activities. A Middle School, that in the last ten years underwent a renovation project, will be selected for the sample of this study. Education and school building Policies, Administrative hierarchies, Guidelines, Codes and Certifications will be analyzed to create a panorama of how and why decisions are made and turned concrete examples. In addition, in parallel, the methods used by CfLaT/NEWCASTLE, when evaluating learning environments will be researched. The topics of teacher and student demands and perceptions are considered essential to support this research. Results of the findings will be structured in order to provide a connection between UK's policies, particularly related to school building renovation demands, and the appropriate fit between architectural design solutions and educational activities. Other technical visits of school buildings are included, as case studies, to enrich the research findings. The exchange experience should contribute to understand Brazil's reality in comparison to school architecture in the UK and establish a research partnership between the two universities: Newcastle on Tyne and UNICAMP. (AU)

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