A simbólica do espaço escolar: narrativas topoanalíticas

• Autor(a) principal: Assunção, Alexandre Vergínio
• Data de Publicação: 2011
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFPel - Guaiaca
• Texto Completo: http://guaiaca.ufpel.edu.br/handle/123456789/1755
• topic: Educação; Imaginário; Espaço escolar; Memória; Simbolismo; Education; Imaginary; School space; Memory; Symbolism; CNPQ::CIENCIAS HUMANAS::EDUCACAO

What motivated this thesis was the possibility to accomplish an investigation about the symbolism of the school space, under the perspective of the phenomenology and of the anthropology of the imaginary, seeking, through picture (drawings) and writing (musings) leaned on theoretical supports, citations of the experienced and on the author's memories, to contribute with the discussions on the senses of the symbolism of the school space, among teachers, students, architects and designers. The text is characterized as a topo analytic narrative on the space-memories of three schools (Bom Conselho, Protásio Alves and Nicolau de Araújo Vergueiro, in Passo Fundo/RS) and it has as main theoretical base Gaston Bachelard and Gilbert Durand. The topoanalyses, as hermeneutical reading of the phenomena of the school space, sought to capture the symbolic resignation and the way they emerged in a particular given aspect, and thereby molded themselves in a certain historical and sociocultural context. The empiric being of the school space its matter, documents, pictures - constituted a matrix of understanding that allowed the collection of true substances, the resonances and repercussions contained in the space-memories. Through the phenomenontechnic the space pronounced itself, as an invention, as a construction. It voiced as a commitment of a body/mind symbolicus with the concreteness of the things, of the others and of the world. The perception and the representation of the space are evidenced as well as a cultural and symbolic process. At last, I point out that the identity of the school space will only be respected if it is understood in what fits inside the margins of the pedagogic and architectural projects thought to the school, but also in what it exceeds them. The disproportion challenges the concepts and it puts in cause the limits of the planning, of the classifications and of the assimilations that dwell in them. As would Hermes and Dionysus say. For this study on The Symbolic of the School Space: topo analytic narratives were summoned to the dynamics of the symbols and the primordial wisdom of the myths so that they helped to think best, with the topo analyses and the phenomenontechnic, about the sense originating from a new space spirit