O espaço físico e o ambiente escolar: um estudo sobre os saberes de educadores, professores e gestores de uma escola de educação infantil.

• Ano de defesa: 2024
• Autor(a) principal: Silva, Andressa Bernardo da
• Orientador(a): Silva, Flávio Caetano da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Relação com o saber; Educação infantil; Espaço físico escolar; Ambiente escolar; Profissionais da educação
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/20080

The research, a case study, deals with the knowledge of early childhood education professionals from the relationship with knowledge, through the socio-anthropological/microsociological view of the concept formulated by Bernard Charlot (2000; 2005). Considering that the relationship with knowledge is a process in which subjects interact with the world, with themselves, with others and construct knowledge, the question arises: what is the knowledge about the physical space and school environment of educators, teachers and managers of an early childhood education school? The objective was: to survey and analyze the knowledge of education professionals about physical space and the school environment. The field of research are education professionals from a municipal early childhood education school located in a medium-sized municipality in the interior of the state of São Paulo. The subjects' common context: being women, working as education professionals at the same school, experiencing the COVID-19 pandemic and being part of the Escola-Outra training project at UFSCAR. Data collection was carried out virtually through Google "Forms", with the 15 subjects who agreed to participate, using the knowledge assessment and the in-depth questionnaire as instruments. Using the concepts of knowledge, learning, mobilization, desire, activity and meaning (CHARLOT, 2009), through the steps: problematization; context; positive reading; standards; representative knowledge; grouping, it was not possible to survey and analyze the representative knowledge in the subjects' speeches. It is concluded that: early childhood education professionals value external spaces and consider the school park to be the most important space; they know that it is physical space and environment in everyday life, but they do not differentiate between them in their speeches; there is a relationship of transformation in the knowledge of teachers, based on the experiences we have in the spaces as students; the physical space and the environment themselves do not define whether the subject's experience will be happy or sad, but it is the relationships with the self, the other and the world, which relate to knowledge and transform spaces and environments into places (AUGÉ, 1995); space and the environment educate and transform the subjects’ knowledge.