Diretrizes projetuais para o edifício escolar voltado às inteligências múltiplas e às metodologias ativas.

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dc.contributor.advisorRighi, Roberto
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/8862042784397448por
dc.contributor.authorSquaiella, Roberta Betania Ferreira
dc.creator.Latteshttp://lattes.cnpq.br/5879600658671491por
dc.date.accessioned2020-12-07T18:43:00Z
dc.date.accessioned2021-02-02T19:45:34Z
dc.date.available2021-02-02T19:45:34Z
dc.date.issued2020-02-10
dc.description.abstractEducation in the 21st century, given the impact of information and communication technologies, causes major changes in the traditional model, widely distributed in the industrial period. The identification of different types of intelligences points to the different needs of the students, that need a personalized training. This new scenario no longer fits the conformation of the traditional school building, which has the teacher as the central figure in the teaching and learning process. Although school architecture is not responsible for the transformation in education, it is identified that the school environment has big potential to create and support new habits for student-centered learning. Starting from the analysis of the potential of the theory of the American psychologist and neurologist, Howard Gardner, for the most current conceptions of teaching and learning, the objective of the thesis is to identify the new configurations of the school building, which will support the development of multiple intelligences (MI) associated with active methodologies. Thus, the project parameters are systematized, and should be identified as project guidelines for future renovations or construction of school buildings. It is concluded that a new configuration of the school environment, with a greater variety of learning environments enhances the development of MI. Such environments should favor the most creative and collaborative pedagogical practices, based on active methodologies. For this, the school building must be considered as a whole, from its access to the environments to more specialized activities. Circulation spaces and informal areas should also be incorporated as learning places. New school building design guidelines are needed so that architects, managers, and other agents involved in new educational building designs can provide environments for performance that are compatible with learning personalization.eng
dc.description.sponsorshipFundo Mackenzie de Pesquisapor
dc.formatapplication/pdf*
dc.identifier.citationSQUAIELLA, Roberta Betania Ferreira. Diretrizes projetuais para o edifício escolar voltado às inteligências múltiplas e às metodologias ativas. 2020. 287 f. Tese (Arquitetura e Urbanismo) - Universidade Presbiteriana Mackenzie, São Paulo, 2020.por
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/27599
dc.keywordsdesign guidelineseng
dc.keywordsschool architectureeng
dc.keywordsmultiple intelligenceseng
dc.keywordsactive methodologieseng
dc.keywordsinformation and communication technologieseng
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectdiretrizes de projetopor
dc.subjectarquitetura escolarpor
dc.subjectinteligências múltiplaspor
dc.subjectmetodologias ativaspor
dc.subjecttecnologias da informação e comunicaçãopor
dc.subject.cnpqCNPQ::CIENCIAS SOCIAIS APLICADAS::ARQUITETURA E URBANISMOpor
dc.titleDiretrizes projetuais para o edifício escolar voltado às inteligências múltiplas e às metodologias ativas.por
dc.typeTesepor
local.contributor.board1Florio, Wilson
local.contributor.board2Perrone, Rafael Antônio Cunha
local.contributor.board3Martins, Lilian Cassia Bacich
local.contributor.board4Mazzilli, Clice de Toledo Sanjar
local.publisher.countryBrasilpor
local.publisher.departmentFaculdade de Arquitetura e Urbanismo (FAU)por
local.publisher.initialsUPMpor
local.publisher.programArquitetura e Urbanismopor
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