A simbólica do espaço escolar: narrativas topoanalíticas
Autor(a) principal: | |
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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 |
Resumo: | 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 |
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http://lattes.cnpq.br/1426674469040108http://lattes.cnpq.br/5496470672226677Peres, Eliane Teresinhahttp://lattes.cnpq.br/5179048135412088Del Pino, Mauro Augusto Burkerthttp://lattes.cnpq.br/4442388640917569Peres, Lúcia Maria VazAssunção, Alexandre Vergínio2014-08-20T13:48:28Z2012-04-232014-08-20T13:48:28Z2011-05-10ASSUNÇÃO, Alexandre Vergínio. A simbólica do espaço escolar: narrativas topoanalíticas. 2011. 231 f. Tese (Doutorado em Educação) - Universidade Federal de Pelotas, Pelotas, 2011.http://guaiaca.ufpel.edu.br/handle/123456789/1755What 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 spiritO que motivou esta Tese foi a possibilidade de realizar uma investigação sobre o simbolismo do espaço escolar, sob a perspectiva da fenomenologia e da antropologia do imaginário, procurando, por meio do desenho (croquis) e da escrita (devaneios) apoiada em suportes teóricos, intimações do vivido e das lembranças do autor, contribuir com as discussões sobre os sentidos do simbolismo do espaço escolar, entre professores, alunos, arquitetos e designers. O texto caracteriza-se como uma narrativa topoanalítica sobre os espaços-lembranças de três colégios (Bom Conselho, Protásio Alves e Nicolau de Araújo Vergueiro, em Passo Fundo/RS) e tem como base teórica principal Gaston Bachelard e Gilbert Durand. A topoanálise, como leitura hermenêutica dos fenômenos do espaço escolar, buscou capturar a conformação simbólica e o modo como eles emergiram num dado aspecto particular, que, por sua vez, se moldaram num determinado contexto histórico e sociocultural. O ser empírico do espaço escolar - a sua matéria, os documentos, as fotografias - constituiu efetivamente uma matriz de compreensão que permitiu a recolha das substâncias de verdade , as ressonâncias e repercussões contidas nos espaços-lembranças. Através da fenomenotécnica o espaço pronunciou-se, disse enquanto invenção, enquanto construção. Articulou-se como comprometimento de um corpo/mente symbolicus com a concretude das coisas, dos outros e do mundo. A percepção e a representação do espaço evidenciam-se assim como um processo cultural e simbólico. Finalmente, ressalto que a identidade do espaço escolar só será respeitada se entendida no que cabe dentro das margens dos projetos pedagógicos e arquitetônicos pensados para a escola, mas também no que os excede. A desproporção desafia os conceitos e põe em causa os limites das planificações, das classificações e das assimilações que neles assentam. Hermes e Dionísio que o digam. Para este estudo da Simbólica do Espaço Escolar: narrativas topoanalíticas foram convocadas a dinâmica dos símbolos e a sabedoria primordial dos mitos para que ajudassem a melhor pensar, com a topoanálise e a fenomenotécnica, o sentido oriundo de um novo espírito espacialapplication/pdfporUniversidade Federal de PelotasPrograma de Pós-Graduação em EducaçãoUFPelBRFaculdade de EducaçãoEducaçãoImaginárioEspaço escolarMemóriaSimbolismoEducationImaginarySchool spaceMemorySymbolismCNPQ::CIENCIAS HUMANAS::EDUCACAOA simbólica do espaço escolar: narrativas topoanalíticasThe symbolic of the school space: topoanalytic narrativesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFPel - Guaiacainstname:Universidade Federal de Pelotas (UFPEL)instacron:UFPELORIGINALAlexandre_Verginio_Assuncao_Dissertacao.pdfapplication/pdf21175056http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1755/1/Alexandre_Verginio_Assuncao_Dissertacao.pdf4a3cb3fc1c06b1f532be5af9589c949dMD51open accessTEXTAlexandre_Verginio_Assuncao_Dissertacao.pdf.txtAlexandre_Verginio_Assuncao_Dissertacao.pdf.txtExtracted Texttext/plain427926http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1755/2/Alexandre_Verginio_Assuncao_Dissertacao.pdf.txt9e2fe2ded7690d4fd581f10b4401b981MD52open accessTHUMBNAILAlexandre_Verginio_Assuncao_Dissertacao.pdf.jpgAlexandre_Verginio_Assuncao_Dissertacao.pdf.jpgGenerated Thumbnailimage/jpeg1615http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1755/3/Alexandre_Verginio_Assuncao_Dissertacao.pdf.jpg1fc439ab2c3f0fed00923beb73bc7990MD53open access123456789/17552021-12-08 18:15:51.207open accessoai:guaiaca.ufpel.edu.br:123456789/1755Repositório InstitucionalPUBhttp://repositorio.ufpel.edu.br/oai/requestrippel@ufpel.edu.br || repositorio@ufpel.edu.br || aline.batista@ufpel.edu.bropendoar:2021-12-08T21:15:51Repositório Institucional da UFPel - Guaiaca - Universidade Federal de Pelotas (UFPEL)false |
dc.title.por.fl_str_mv |
A simbólica do espaço escolar: narrativas topoanalíticas |
dc.title.alternative.eng.fl_str_mv |
The symbolic of the school space: topoanalytic narratives |
title |
A simbólica do espaço escolar: narrativas topoanalíticas |
spellingShingle |
A simbólica do espaço escolar: narrativas topoanalíticas Assunção, Alexandre Vergínio Educação Imaginário Espaço escolar Memória Simbolismo Education Imaginary School space Memory Symbolism CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A simbólica do espaço escolar: narrativas topoanalíticas |
title_full |
A simbólica do espaço escolar: narrativas topoanalíticas |
title_fullStr |
A simbólica do espaço escolar: narrativas topoanalíticas |
title_full_unstemmed |
A simbólica do espaço escolar: narrativas topoanalíticas |
title_sort |
A simbólica do espaço escolar: narrativas topoanalíticas |
author |
Assunção, Alexandre Vergínio |
author_facet |
Assunção, Alexandre Vergínio |
author_role |
author |
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/1426674469040108 |
dc.contributor.advisorLattes.por.fl_str_mv |
http://lattes.cnpq.br/5496470672226677 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Peres, Eliane Teresinha |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/5179048135412088 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Del Pino, Mauro Augusto Burkert |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/4442388640917569 |
dc.contributor.advisor1.fl_str_mv |
Peres, Lúcia Maria Vaz |
dc.contributor.author.fl_str_mv |
Assunção, Alexandre Vergínio |
contributor_str_mv |
Peres, Lúcia Maria Vaz |
dc.subject.por.fl_str_mv |
Educação Imaginário Espaço escolar Memória Simbolismo |
topic |
Educação Imaginário Espaço escolar Memória Simbolismo Education Imaginary School space Memory Symbolism CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Education Imaginary School space Memory Symbolism |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
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 |
publishDate |
2011 |
dc.date.issued.fl_str_mv |
2011-05-10 |
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2012-04-23 2014-08-20T13:48:28Z |
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2014-08-20T13:48:28Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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publishedVersion |
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ASSUNÇÃO, Alexandre Vergínio. A simbólica do espaço escolar: narrativas topoanalíticas. 2011. 231 f. Tese (Doutorado em Educação) - Universidade Federal de Pelotas, Pelotas, 2011. |
dc.identifier.uri.fl_str_mv |
http://guaiaca.ufpel.edu.br/handle/123456789/1755 |
identifier_str_mv |
ASSUNÇÃO, Alexandre Vergínio. A simbólica do espaço escolar: narrativas topoanalíticas. 2011. 231 f. Tese (Doutorado em Educação) - Universidade Federal de Pelotas, Pelotas, 2011. |
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http://guaiaca.ufpel.edu.br/handle/123456789/1755 |
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Universidade Federal de Pelotas |
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