Expansão da rede física e arquitetura das escolas secundárias em São Paulo (1940 – 1963)

• Autor(a) principal: Moreira, Karoline de Santana
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/24227
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO; Edifícios escolares - Projetos e plantas - São Paulo (Estado); Ensino secundário; Arquitetura - Projetos e plantas - São Paulo (Estado); School buildings - Designs and plans - São Paulo (Brazil); Education, Secondary; Architecture - Designs and plans - São Paulo (Brazil)

After the “Varguista” dictatorship, secondary education witnessed an intensification of its expansion process, culminating in creating 474 official gymnasiums and 121 schools between the years 1947 to 1963. However, the construction of new buildings could not keep up with the fast pace creating schools. This research aimed to investigate how the physical network expansion process occurred and the reasons for not meeting the demand, since, in theory, the government created instruments such as School Agreements (1943-1959) and the State Building Fund (FECE) for the construction of new units. The architectural proposal of secondary schools, created in the state between 1940 and 1963, was also investigated, in order to analyze the relationship between the fields of architecture and education in that period. The materials used for analysis were the laws and documents associated with the agreements signed between the State and municipalities for the construction and renovation of school buildings; the messages sent by the governors from 1940 to 1960 to the Legislative Power, and articles on school architecture in the architecture and engineering journals. The Roger Chartier Representation category and the concepts of Symbol and Subjectivity by Viñao Frago were adopted for analysis of the aforementioned sources. It was possible to conclude that the discontinuity of the performance of the public power generated the precariousness of the physical structure of public schools, since not enough buildings were built to cover the growing creation of places and schools, contributing so that the modern school architecture did not reach its goal in quantity and quality. It was also found that the municipalities and the state had priority in the construction of primary schools and in using funds from the São Paulo State Social Security Institute (IPESP) to ease the deficit of school buildings