A apropriação do espaço escolar pelo projeto pedagógico: o caso da Escola da Ponte (Portugal)
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/10216/116258 |
Resumo: | The present study values the pedagogical project as a frame of action for individuals in the school organization. Indeed, it is according to this perspective that interpretations of the school space by its users (teachers in particular) are analyzed in a very specific context Escola da Ponte .Within the scope of widespread failure of the open-plan school experience in Portugal, the aim of this study is to highlight how the successful experience of Escola da Ponte was born out of the innovative nature of the pedagogical project (questioning the DNA of the pedagogical organization of schools the class). Our interpretation is based on the concept of space as a social construction. Above all, it sustains that it was the consistency of the pedagogical project and the interaction between actors and objects of action that determined how the space was organized rather than the induction process of an open-plan school building. The empirical collection served to ascertain how the space was appropriated by the pedagogical project. A survey was sent by e-mail to the teachers who taught at this school between the mid-1970s and 2012. The chronological gap is due to the lapse of time between the beginning of the pedagogical project and the transfer of facilities to a new building. |
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A apropriação do espaço escolar pelo projeto pedagógico: o caso da Escola da Ponte (Portugal)The present study values the pedagogical project as a frame of action for individuals in the school organization. Indeed, it is according to this perspective that interpretations of the school space by its users (teachers in particular) are analyzed in a very specific context Escola da Ponte .Within the scope of widespread failure of the open-plan school experience in Portugal, the aim of this study is to highlight how the successful experience of Escola da Ponte was born out of the innovative nature of the pedagogical project (questioning the DNA of the pedagogical organization of schools the class). Our interpretation is based on the concept of space as a social construction. Above all, it sustains that it was the consistency of the pedagogical project and the interaction between actors and objects of action that determined how the space was organized rather than the induction process of an open-plan school building. The empirical collection served to ascertain how the space was appropriated by the pedagogical project. A survey was sent by e-mail to the teachers who taught at this school between the mid-1970s and 2012. The chronological gap is due to the lapse of time between the beginning of the pedagogical project and the transfer of facilities to a new building.20182018-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfapplication/pdfhttps://hdl.handle.net/10216/116258por1517-970210.1590/s1678-4634201844183443Silva, Carlos Manique daRibeiro, Cláudia Pintoinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-29T13:36:43Zoai:repositorio-aberto.up.pt:10216/116258Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T23:43:47.047283Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
A apropriação do espaço escolar pelo projeto pedagógico: o caso da Escola da Ponte (Portugal) |
title |
A apropriação do espaço escolar pelo projeto pedagógico: o caso da Escola da Ponte (Portugal) |
spellingShingle |
A apropriação do espaço escolar pelo projeto pedagógico: o caso da Escola da Ponte (Portugal) Silva, Carlos Manique da |
title_short |
A apropriação do espaço escolar pelo projeto pedagógico: o caso da Escola da Ponte (Portugal) |
title_full |
A apropriação do espaço escolar pelo projeto pedagógico: o caso da Escola da Ponte (Portugal) |
title_fullStr |
A apropriação do espaço escolar pelo projeto pedagógico: o caso da Escola da Ponte (Portugal) |
title_full_unstemmed |
A apropriação do espaço escolar pelo projeto pedagógico: o caso da Escola da Ponte (Portugal) |
title_sort |
A apropriação do espaço escolar pelo projeto pedagógico: o caso da Escola da Ponte (Portugal) |
author |
Silva, Carlos Manique da |
author_facet |
Silva, Carlos Manique da Ribeiro, Cláudia Pinto |
author_role |
author |
author2 |
Ribeiro, Cláudia Pinto |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Carlos Manique da Ribeiro, Cláudia Pinto |
description |
The present study values the pedagogical project as a frame of action for individuals in the school organization. Indeed, it is according to this perspective that interpretations of the school space by its users (teachers in particular) are analyzed in a very specific context Escola da Ponte .Within the scope of widespread failure of the open-plan school experience in Portugal, the aim of this study is to highlight how the successful experience of Escola da Ponte was born out of the innovative nature of the pedagogical project (questioning the DNA of the pedagogical organization of schools the class). Our interpretation is based on the concept of space as a social construction. Above all, it sustains that it was the consistency of the pedagogical project and the interaction between actors and objects of action that determined how the space was organized rather than the induction process of an open-plan school building. The empirical collection served to ascertain how the space was appropriated by the pedagogical project. A survey was sent by e-mail to the teachers who taught at this school between the mid-1970s and 2012. The chronological gap is due to the lapse of time between the beginning of the pedagogical project and the transfer of facilities to a new building. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018 2018-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/10216/116258 |
url |
https://hdl.handle.net/10216/116258 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
1517-9702 10.1590/s1678-4634201844183443 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799135753154854912 |