Arquitetura para Educação Infantil: Relações entre a pedagogia e a concepção de unidades no município de Passo Fundo/R

Abstract

The environment of kindergarten schools plays the role of a pedagogical partner for educators and can enhance the development and learning processes of children. Numerous pedagogical proposals were developed for Early Childhood Education, however, often, the environment offered is thought out of alignment with the pedagogical lines. Addressing the process of designing early childhood education architecture and the relationships it establishes with pedagogy, this thesis reflects on the disconnect between the design process of Municipal Schools for Early Childhood Education projects and their pedagogical approaches. The research, exploratory and qualitative in nature, aims to understand the Municipal Project for Early Childhood Education in Passo Fundo and its consequences in a case study performed at EMEI Toquinho de Gente. Regarding the methodological procedures, the production of data is based on theoretical review in addition to the performance of recognized devices of Post-Occupancy Evaluation, Walkthrough, and semi-structured and non-structured interview. Supported by the Experiential Approach and Embodied Observation, the researcher experienced the places – amid the stoppage of activities (2020) due to the COVID Pandemic19 – and remained attentive to recording the reports of the occupants who inhabited it. The research showed that amid a non-linear process and facing the context of a building located, the teachers adapted and created environments that provided opportunities for carrying out their pedagogical approach inspired by Waldorf.