Padrões dos espaços físicos de ensino universitário nos cursos de "Pedagogia" e "Arquitetura e Urbanismo" da Universidade Federal do Amazonas

Abstract

In a period where university spaces, in the 21st century, often present limitations marked by strictly physical conceptions, the design of classroom environments becomes more rigid. Furthermore, documents such as the Building Code, which establishes guidelines and technical requirements for standards and regulations, imply that environments present certain standardizations. This dissertation is linked to research line 1 - Education, State and Society in the Amazon of the PPGE/UFAM and aims to problematize the standards of physical spaces in university teaching, in their relation to the process of democratization of higher education in Brazil, focusing on the Federal University of Amazonas (UFAM). The investigation is guided by the design of classrooms, to discuss how educational environments in the undergraduate courses of "pedagogy" and "architecture and urbanism" are conceived, structured and standardized. The research problem arises from questioning the functional conditions of the environments based on the following question: how have physical spaces become standardized in relation to the character of an environment designed for pedagogical purposes? To this end, three theoretical categories were prioritized: university space, public policy, and classroom/university design, not necessarily ordered or even individualized in this way. Reference authors were chosen for their in-depth dialogue with the design of the educational physical space within the context of pedagogical practices and for establishing connections with the theoretical framework of the research, such as: Pinto and Buffa (2009), Kowaltowski (2011), Gonçalves (1996), Dallagnol (2015), Aranha (2006), as well as official documents from the country and the University (LDB, PNE, Course Pedagogical Project), due to the broad prominence of these instruments in educational policy regarding the conception of classroom space. This dissertation follows the assumptions of the Historical-Dialectical Materialism method, with its theoretical foundation in the Epistemology of the Empiricist Philosophical Current, considering the factors in which human knowledge originates in sensory experience, through the senses and observation of the world. Therefore, the sensory experiences provided by classroom spaces create stimuli to promote a greater relationship with the proposed environment, in a qualitative approach, whose outlines were consolidated from data from document analysis and the application of a research guide to scrutinize the perspective of teachers and students of the "Pedagogy" and "Architecture and Urbanism" courses at UFAM Manaus. The proposal comprises four chapters: the first discusses the conceptual and theoretical aspects of space, considering its relationships with the activities performed in the environment that permeates and influences the conception and perception of university spaces; the second considers its historical problematization; The third focuses on the characteristics of public policy aimed at developing the physical spaces of higher education, the types and forms of spaces possible within current legislation, and what they present as possibilities for improving the standards of higher education environments; and the fourth problematizes teaching spaces/classrooms and the most common standards for the training of teachers and architects, in order to understand how these courses standardize their spaces throughout history, since they represent a vision of those who work in and design such environments for teaching and learning processes. The field research took place in the undergraduate courses of "pedagogy" and "architecture and urbanism" at UFAM, with 4 pedagogy students, 2 architecture students, 3 pedagogy professors, and 1 architecture professor – totaling 10 participants. The research was conducted through participation in questionnaires with reports of their perspectives on the virtual platform Forms and structured into thematic categories using the content analysis technique (Bardin, 2016). The paths taken are directly involved in the context of projects and strategies of public actions regarding parameters of educational infrastructure standards in university courses in their democratization processes. Thus, the approach to the normative field in the scenario of the physical conditions of teaching structures involves two aspects: the parameters (defined in bills), which are identified through an established scenario of social and political interests, and the materialized ones (in the daily life of teaching-learning processes). Finally, the results indicate that classroom space patterns are, in many cases, still traditional, characterized by historical influences; however, they are functional, with internal layout and furniture adjustments being made to favor the interactions between students and teachers, as well as teaching and learning practices.