Arquitetura e educação infantil: abordagem experiencial em um estudo de caso no norte do Rio Grande do Sul

Abstract

The theme of this Dissertation is the architecture for Early Childhood Education environments. It seeks to reflect on which conceptions of the built environment of an Early Childhood school contribute to children development. It aims at producing design propositions for Early Childhood schools, centered on children desires and demands and on the context of the North Region of Rio Grande do Sul, in order to promote environments that act as educating agents. It is a qualitative research from a study case in a Municipal School of Early Childhood Education. Thus, based on the Experiential Approach and the Embodied Observation during the walkthrough, interviews, drawings, photographing, memory game and conversation circle, the fieldwork prioritized listening to the children and the environmental experience of the observer together with the occupants. The bibliographic review, which is aligned with Vygotsky, pointed out that children develop from the relationships and interactions built in their socio-cultural environment. The research pointed out that, although school is an adult-domain territory, children, through their interactions and games, explore creatively the environments that mark their spatial experiences. The design propositions are directed to the conception of environments which: promote interactions and games child/child, child/adult and child/environment; support comfort, motor development and ability, so that they can establish relations and educating experiences. It is expected to contribute for design conceptions of Early Childhood schools which respond better to children rights of learning and development.