A importância do espaço físico no processo de ensino e aprendizagem no ensino superior: uma discussão a partir do pensamento de Michel Foucault e Paulo Freire

• Autor(a) principal: Branda Junior, Newton de Andrade
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/27171
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; Educação; Sala de aula; Espaços físicos; Ensino superior; Michel Foucault; Paulo Freire; Education; Classroom; Physical spaces; Higher education; Michel Foucault; Paulo Freire

The objective of this research is to discuss the importance of physical space in the teaching and learning process in higher education based on the thoughts of Michel Foucault and Paulo Freire. In order to do so, a brief history of the previous positions of philosophers, teachers, educators and other thinkers from Greek antiquity to contemporary times in the West on the subject was carried out. Following are the main points raised by the French philosopher Michel Foucault on the subject in the Corpos Dóceis chapter of the third part of his book Vigiar e Punir, 1975, highlighting the concepts of raster, dressage, discipline and docility of bodies, among others. In the sequence, it is reported the point of view of the Brazilian educator Paulo Freire on the relevance of an adequate environment for the best use of the teaching and learning processes discussed, among other subjects, in his book Pedagogia do Oprimido, 1974, with emphasis on concepts of circle of culture, dissertative form of teaching, "banking" education, formation-deformation and to be more, among others. For that, a qualitative bibliographical and exploratory research methodology was used. The relevance of the study lies in its potential to enhance the way classrooms are viewed and organized within universities. The conclusions provide a critical synthesis of how the two thoughts can be complementary and auxiliary in the understanding of the configuration logic of physical spaces in educational institutions and, consequently, in the opportunity to make them more suitable to a process of teaching and learning with more consciousness