As necessidades da arquitetura escolar para o século XXI: estudo de caso em escolas tradicional e montessoriana

Abstract

This dissertation analyzes how school architecture can support pedagogical practices and meet the social and emotional needs of its users, based on the perceptions of students, teachers, and managers. The study sought to understand how the characteristics of the physical environment can act as facilitators of learning, environmental comfort, and a sense of belonging, proposing recommendations for more human and inclusive environments. This is a qualitative, exploratory study, developed through two case studies: one Traditional school and one Montessori school. Multiple data collection instruments were used — Walkthrough analysis, flow and activity mapping, observations, interviews, questionnaires, and the World Café dynamic — allowing the capture of both physical and subjective aspects of the space. The results show that the quality of learning environments depends not only on the pedagogical model but also on the coherence between architectural design, educational practices, and everyday appropriation. Flexible environments, with environmental comfort, integration with nature, and opportunities for creative use foster engagement, well-being, and innovation, while rigid classrooms, poorly ventilated or lacking identity, limit learning and socialization. Based on this evidence, the study presents recommendations organized into five axes: Spatial Flexibility, with modular furniture, multifunctional environments, and appreciation of transition zones; Environmental Comfort, including thermal, acoustic, and lighting conditions, with bioclimatic solutions; Integration with Nature, expanding visual and physical contact with green areas; Sense of Belonging, encouraging expression and participation of the school community; and Physical Structure, ensuring construction quality, safety, and accessibility. These recommendations reinforce the role of architecture as an active element in creating schools that are more welcoming, adaptable, and aligned with the educational transformations of the 21st century.