Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
TROVO, Priscila Azzolini
 |
| Orientador(a): |
Carvalho, Agda |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Anhembi Morumbi
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação Mestrado em Design
|
| Departamento: |
Universidade Anhembi Morumbi::Diretoria de Pesquisa e Pós-graduação Stricto Sensu
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://sitios.anhembi.br/tedesimplificado/handle/TEDE/1685
|
Resumo: |
The school environment forms a system of values and speeches, in which its users are stimulated to learn. In this context, the present dissertation aims to investigate the relationship between the design of the classroom and the possi- ble interactions and experiences of its users, through the analysis of the spatial arrangements and their potentialities. The research involves bibliographical re- view, articulation of theoretical concepts, contextualization of space and place and an understanding of the classroom as an adaptive complex system. In this approach, three spatial arrangements of classrooms, identified by Scott-Webber (2009) as recurrent in educational institutions, are set up in rigid and fluid en- vironments, analyzed through personal space (SOMMER, 1973) and proxemic zones (HALL, 2006) theories. Therefore, it is possible to trace an activity profile and intention by using each arrangement, in order to promote the desired inte- ractions. It is discussed the rigidity of the projected space and its possibilities of adaptability to the needs of the users. In conclusion, the need to design spaces is more flexible and adaptable to contemporary demands. |
