Patrick Geddes e a Escola Territorialista Italiana: aproximações conceituais e metodológicas. Reflexões a partir da participação de crianças na representação de valores patrimoniais da cidade de Santa Leopoldina–ES/Brasil

• Autor(a) principal: Andrade, Bruno Amaral de
• Data de Publicação: 2016
• Outros Autores: Almeida, Renata Hermanny de
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Pós. Revista do Programa de Pós-Graduação em Arquitetura e Urbanismo da FAUUSP (Online)
• Texto Completo: https://www.revistas.usp.br/posfau/article/view/101278
• topic: Geddes; Patrick; 1854-1932. Escuela Territorialista Italiana. Representación de valores. Participación de los niños. Santa Leopoldina – ES / Brasil.; Geddes; Patrick; 1854-1932. Escola Territorialista Italiana. Representação de valores. Participação de crianças. Santa Leopoldina – ES/Brasil.; Geddes; Patrick; 1854-1932. Italian Territorialist School. Representation of Values. Children’s Participation. Santa Leopoldina City – Espírito Santo State / Brazil.

The study conducted by Patrick Geddes of the child in the city, dates back to the Child-Welfare Exhibitions, as well as his interest in studies of the historical and geographical origins of cities, based on fables linked to the simple and natural condition of man in his relationship with the environment, in narratives of hunters, miners, lumberjacks, shepherds, farmers and fishermen. The Italian Territorialist School, from Alberto Magnaghi, revisits critically and reflectively the pioneering participatory approach of the Geddesian thought, and develops methods, techniques and tools for the participation of children as actors-protagonists in the representation and in designing the territory. Indeed, this article discusses the representation of heritage values by children, at a historical site originally occupied by Germanic immigrants, which is the city of Santa Leopoldina, located in the state of Espírito Santo, Brazil. In order to conduct the research, we have made use of the drawings executed by students, age between 11 and 15 years, developed individual and collectively. The drawings, produced through different recreational and educational strategies, reveal greater emotional relationship with the landscape environment than with the urban environment.