Centro educacional unificado como ferramenta de integração social: Uma visão inclusiva para acessibilidade na arquitetura.
Tipo
TCC
Data de publicação
2024-06-10
Periódico
Citações (Scopus)
Autores
Gama, Gabriela Domingues
Orientador
Hepner, Alexandre
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Programa
Resumo
Este trabalho de conclusão de curso visa aprofundar o entendimento sobre a relação entre arquitetura e inclusão social, com foco específico na arquitetura escolar. Meu objetivo é explorar como os espaços dentro da comunidade e nas escolas podem ser projetados de forma a pro¬mover a inclusão social, oferecendo ambientes acolhedores, acessíveis e inclusivos para pessoas com deficiência física ou intelectual e dentro do espectro autista.
A intenção deste estudo consiste em demonstrar que qualquer ele¬mento arquitetônico, exemplificado aqui pelo Centro Educacional Unificado (CEU), pode ser concebido de maneira a criar espaços mais acessíveis e inclusivos. Com o propósito de evidenciar que todos os alu¬nos devem ter igual acesso ao conhecimento e desfrutar de ambientes seguros e acolhedores, onde se sintam verdadeiramente incluídos.
O fundamento desse projeto é proporcionar um ambiente escolar inclusivo para alunos do ensino fundamental que possuam algum tipo de deficiência e/ou estejam dentro do espectro autista. Acredito que ao promover tais espaços, garanta maior interação entre esses alunos e aqueles sem essas condições, contribuindo para um ambiente escolar mais integrado e enriquecedor para todos os envolvidos.
This undergraduate thesis aims to deepen the understanding of the relationship between architecture and social inclusion, with a specific focus on school architecture. My goal is to explore how spaces within the community and schools can be designed to provide social inclu¬sion, offering welcoming, accessible, and inclusive environments for people with physical and intellectual disability and within the autism spectrum. The intention of this study is to demonstrate that any architectural element, exemplified here by the Unified Educational Center (CEU), can be conceived in a way to create more accessible and inclusi¬ve spaces. The purpose is to highlight that all students should have equal access to knowledge and enjoy the safe and welcoming envi¬ronments where they can truly feel included. The foundation of this project is to promote an inclusive school envi¬ronment for elementary students who have some form of disability and/or are within the autism spectrum. I believe that by promoting such spaces, we ensure greater interaction between these students and those without these conditions, contributing to a more integra¬ted and enriching school environment for all involved.
This undergraduate thesis aims to deepen the understanding of the relationship between architecture and social inclusion, with a specific focus on school architecture. My goal is to explore how spaces within the community and schools can be designed to provide social inclu¬sion, offering welcoming, accessible, and inclusive environments for people with physical and intellectual disability and within the autism spectrum. The intention of this study is to demonstrate that any architectural element, exemplified here by the Unified Educational Center (CEU), can be conceived in a way to create more accessible and inclusi¬ve spaces. The purpose is to highlight that all students should have equal access to knowledge and enjoy the safe and welcoming envi¬ronments where they can truly feel included. The foundation of this project is to promote an inclusive school envi¬ronment for elementary students who have some form of disability and/or are within the autism spectrum. I believe that by promoting such spaces, we ensure greater interaction between these students and those without these conditions, contributing to a more integra¬ted and enriching school environment for all involved.
Descrição
Palavras-chave
arquitetura , escola , integração , inclusão , aprendizado