O sentido de lugar e a percepção do usuário perante o projeto padrão em instituições de ensino: Centros de Atenção Integral à Criança – CAICs

Abstract

Throughout the twentieth century, but mainly from its middle, the demand for school buildings was met through the standardization of its projects and the rationalization of its construction. The standard project consists of standardizing the building needs program and reproducing its architectural project in different locations. Bearing in mind that the built environment provokes stimuli in the user and that user, in turn, manifests sensations and behaviors attributed to these stimuli, it is observed that this dynamic person-environment interaction makes the transformation of space into place. The first refers to a neutral environment, a mere spatial and geographical location, while the second refers to the interpretations of space by its users. Therefore, school institutions consolidate the place in school’s ambience. The person-environment relations are part of the individual's identity formations, and the insertion of new symbols and meanings, placed from a standard school architecture project, could causes a rupture in the identity of the subjects who live there. Understanding that the standard design in school architecture is economically positive to public agents and that it is unlikely to interrupt its practice, this work aims to propose recommendations to materialize the characteristics to make the sense of place in school projects of standard architecture, so that, through cultural representativeness, it is possible to evoke feelings of attachment and belonging instead of provoking the emergence of a superficial, temporary and fragile identity. The research has a qualitative and phenomenological character and seeks to achieve its objective by environmental psychology methods: documentary and bibliographic research, observations, local measurements, interviews and wish poems - applied in a case study in the building of the Center for Integral Attention to Children in the city of Pelotas / RS. The results show how the transformation of the space occurred in the studied school and how the characteristics of architecture are related to the formation of the place. The characteristics of the architecture found in the case study are presented in a discriminated way, as well as the dimensions of the place, the perception of users regarding the standard design and the implications of the Covid-19 pandemic in the transformation of space. Thus, 22 recommendations were collected for adaptations of standard designs of educational institutions. This research presents results that could improve the architectural projects for schools, directing architecture and engineering professionals to decision-making that appropriate standard architecture projects to the local reality from which they will be inserted.