Reconhecer para revitalizar: um plano de diretrizes: estudo de caso na Escola Estadual Professor Luís Antônio

Abstract

This research discusses the formation of the school space as an institution and how historical and social contexts have shaped they’re evolution over time. Analyzing the changes in school spaces and the design patterns that persisted throughout the ages. In addition, explores how the maintenance of these patterns affects the sense of territorial belonging of students in relation to school, seeing the school as an educational territory. Also, the work proposes a deeper analysis of the inhabited and uninhabited environments in schools and how they can be modified to meet the demands of users and the school community. For this, explores concepts of environmental psychology, ecological psychology and the sense of territory, focusing on the concept of educational territory, seeking to understand how students identify with school spaces. Using the union of the methodologies of qualitative and quantitative approach, bibliographical studies were carried out to conceptualize the themes addressed, as well as the studies of references, empirical study and an in loco study at Escola Estadual Professor Luís Antônio, in the city of Natal/RN, in Brazil, used as a tool to obtain the final product of this work. Thus, this work aims to propose a plan of guidelines and the methodology of application, to make possible the development of a culture of architectural revitalization facilitating the proactivity of the school community and dialogue with the responsible public agencies, promoting the participation of the school in the processes of rediscovery and restoration of schools, that are the greatest connoisseurs of their needs, potentialities and relationships that are established in these environments.